The document outlines the structure and content of a 5-week SAT preparation workshop. Week 1 covers an introduction, test structure, target score planning, and homework assignment. Future weeks will focus on specific strategies for the Reading, Writing, and Math sections through practice tests, review of techniques, and homework. The goal is for students to improve their scores by 50-150 points by the end of the workshop through targeted preparation and practice.
The document outlines the structure and content of a 5-week SAT preparation workshop. Week 1 covers an introduction, test structure, target score planning, and homework assignment. Students are instructed to take a practice test, establish study goals, and join a group messaging platform. Future weeks will focus on specific strategies for the Evidence-Based Reading, Evidence-Based Writing, Math, and Essay sections through practice questions and homework.
The document outlines the structure and content of a 5-week SAT workshop. Week 1 covers an introduction, familiarizing students with the test format and structure, and assigning practice problems. Future weeks will focus on specific strategies for the Reading, Writing and Language, and Math sections, including reviewing practice tests and assigning homework. The goal is for students to improve their scores by 50-150 points by establishing a target score and focusing study on their weaker sections.
Prosource Việt Nam - English speaking and vocabulary Thu Dang
C
2 Question: W hat do you like doing in your free tim e?
a) I don't have much free time because I work long hours.
b) I'm studying medicine at university.
c) I enjoy reading, going to the gym and spending time with friends and family.
d) I'm from Spain originally.
Get ready for ielts listening free ebookssuser5396af
The document provides an overview of the Get Ready for IELTS Listening book, which contains 12 units to help improve listening skills for the IELTS exam, with each unit focusing on a topic, vocabulary, skills development, and exam practice questions. It also describes the structure of the units and provides exam preparation tips.
[Ebooktienganh.com]get ready for ielts listening pre intermediate a2+ (red)Toán Nguyễn
This document provides an overview of the Get Ready for IELTS Listening book, which aims to help learners with a band score of 3 or 4 improve their listening skills and achieve a higher IELTS score. The book contains 12 units focusing on common exam topics, with each unit comprising approximately three hours of study material including vocabulary, skills development, and exam practice. It also includes two audio CDs, answer keys, glossaries, and provides exam preparation tips.
Here are some tips for the six main question types in the IELTS Listening test:
Multiple Choice:
- Read all options carefully before listening
- Listen for key details to eliminate incorrect options
- Choose only one answer unless instructed otherwise
Completion:
- Read the instructions carefully (words, numbers, etc.)
- Listen for exact details and spellings
- Don't use extra words not heard
Matching:
- Read all options before listening
- Listen for clues in the same order as the list
- Match content not exact words
Classification:
- Read all categories/options before listening
- Listen for overarching ideas or topics
- One category can be used more than
The document provides information about the IELTS exam, including what it tests, how it is scored, and its format. IELTS tests English proficiency in listening, reading, writing, and speaking. It is scored on a 9-band scale and accepted by over 9,000 organizations worldwide. The exam consists of four parts administered over one day (listening, reading and writing) or across two days (speaking). Each section is designed to test specific English skills and is scored individually.
The document outlines the structure and content of a 5-week SAT preparation workshop. Week 1 covers an introduction, test structure, target score planning, and homework assignment. Students are instructed to take a practice test, establish study goals, and join a group messaging platform. Future weeks will focus on specific strategies for the Evidence-Based Reading, Evidence-Based Writing, Math, and Essay sections through practice questions and homework.
The document outlines the structure and content of a 5-week SAT workshop. Week 1 covers an introduction, familiarizing students with the test format and structure, and assigning practice problems. Future weeks will focus on specific strategies for the Reading, Writing and Language, and Math sections, including reviewing practice tests and assigning homework. The goal is for students to improve their scores by 50-150 points by establishing a target score and focusing study on their weaker sections.
Prosource Việt Nam - English speaking and vocabulary Thu Dang
C
2 Question: W hat do you like doing in your free tim e?
a) I don't have much free time because I work long hours.
b) I'm studying medicine at university.
c) I enjoy reading, going to the gym and spending time with friends and family.
d) I'm from Spain originally.
Get ready for ielts listening free ebookssuser5396af
The document provides an overview of the Get Ready for IELTS Listening book, which contains 12 units to help improve listening skills for the IELTS exam, with each unit focusing on a topic, vocabulary, skills development, and exam practice questions. It also describes the structure of the units and provides exam preparation tips.
[Ebooktienganh.com]get ready for ielts listening pre intermediate a2+ (red)Toán Nguyễn
This document provides an overview of the Get Ready for IELTS Listening book, which aims to help learners with a band score of 3 or 4 improve their listening skills and achieve a higher IELTS score. The book contains 12 units focusing on common exam topics, with each unit comprising approximately three hours of study material including vocabulary, skills development, and exam practice. It also includes two audio CDs, answer keys, glossaries, and provides exam preparation tips.
Here are some tips for the six main question types in the IELTS Listening test:
Multiple Choice:
- Read all options carefully before listening
- Listen for key details to eliminate incorrect options
- Choose only one answer unless instructed otherwise
Completion:
- Read the instructions carefully (words, numbers, etc.)
- Listen for exact details and spellings
- Don't use extra words not heard
Matching:
- Read all options before listening
- Listen for clues in the same order as the list
- Match content not exact words
Classification:
- Read all categories/options before listening
- Listen for overarching ideas or topics
- One category can be used more than
The document provides information about the IELTS exam, including what it tests, how it is scored, and its format. IELTS tests English proficiency in listening, reading, writing, and speaking. It is scored on a 9-band scale and accepted by over 9,000 organizations worldwide. The exam consists of four parts administered over one day (listening, reading and writing) or across two days (speaking). Each section is designed to test specific English skills and is scored individually.
1. The document describes different types of language test items that can be used to test English grammar mastery, including multiple choice items, transformation items, completion items, rearrangement items, and pairing/matching items.
2. Examples of each test item type are provided, such as a multiple choice question testing simple past tense and a rearrangement item requiring students to reorder sentences.
3. Guidance is given for constructing different item types effectively, such as ensuring completion items only require inserting necessary words like articles and including more answer options than questions for pairing/matching items.
This document provides an overview and strategies for the TOEFL PBT (paper-based test). It discusses the three sections of the test - Listening, Structure/Written Expression, and Reading Comprehension. The Listening section contains short and long conversations followed by multiple-choice questions. The Structure/Written Expression section contains sentences testing grammatical knowledge. The Reading Comprehension section includes questions about main ideas, details, and vocabulary in reading passages. The document emphasizes practicing these skills daily to prepare for the test.
The document provides an overview of the International English Language Testing System (IELTS) exam. It describes the different sections of the exam - Listening, Reading, Writing and Speaking. For each section, it outlines the time allotted, number of parts/questions, scoring, and tips for preparation and test-taking strategies. Additional information is given on how to apply for the exam and resources for further study assistance.
This document provides a summary of the third teaching week for an Upper Intermediate IELTS preparation course focusing on academic reading. It includes announcements, open-access study materials, a summary of the previous week, introductory videos, and a discussion of the seven reading task types assessed on the IELTS exam. Students are instructed to practice sample questions and post any struggles to the discussion board for assistance from the tutor. The goal is to help students master the necessary skills for the academic reading portion of the IELTS exam.
This document provides a list of 46 classroom activities for gifted and talented pupils, along with brief descriptions of some of the activities. The activities are aimed at challenging gifted students and can also be adapted for lower ability students. The document encourages differentiating instruction for students of varying abilities. It also notes that while the activities target gifted learners, they can still be effective for lower ability students with slight modifications.
Dalam presentasi ini di jelaskan mengenai pembahsan IELTS. Mulai dari pengertian, perbedaan IELTS,TOEFL, dan TOEIC proses dan prosedur tes IELTS, manfaat tes IELTS, dan Score yang akan di peroleh dalam tes IELTS.
Teaching exam strategies to ielts studentsStephen Cloak
This document summarizes a teacher's presentation on their pedagogical strategies for teaching IELTS exam preparation classes. The teacher focuses on developing students' reading skills like skimming and scanning. They emphasize practicing reading strategies independently and with peers over simply copying instructions. The teacher also considers student factors like first language, previous education levels, and academic experiences to tailor their instruction and error correction. There is diversity in the class with students from six nationalities speaking four languages, so the teacher must be aware of how these backgrounds could influence exam performance.
Completion items are useful for testing students' ability to produce grammatical language. They measure production rather than recognition. There are several types of completion items, including blanks requiring a single word, modified cloze passages, sentence completions, and completion of dialogues. Providing context or data can help restrict choices and avoid ambiguity. Transformation items test the ability to manipulate grammatical structures by rewriting sentences according to patterns or using substitute words.
This lesson plan is for an 80-minute English class for 1st year secondary students focusing on making predictions using will/won't and first conditional sentences. The lesson includes a warm-up reviewing prior predictions, presenting new conditional structures, an activity where students practice talking about causes and results in pairs, and closes with a board game to review conditionals. The plan demonstrates integration of reading, speaking, listening and writing skills through different pair and group activities using various materials like worksheets, presentations, and a game board.
This lesson plan is for an 80-minute English class for 1st year secondary students focusing on making predictions using will/won't. The plan includes a warm-up to review prior knowledge, a presentation on using if/will to talk about causes and results, and two paired activities for students to practice these structures. The lesson will conclude with a board game to review conditional sentences. The plan utilizes a communicative approach with reading, speaking, and listening integrated through pair and group work.
This document provides guidelines for preparing for the IELTS exam. It explains that IELTS is an English proficiency test accepted by over 135 countries for university admission, work, and immigration purposes. The exam consists of four parts that test listening, reading, writing, and speaking skills. It provides details on the format, timing, and scoring for each section of the IELTS exam. The document advises registering for an exam date once prepared and allows retaking the test if unsatisfied with scores or to improve English abilities.
This document summarizes information about the IELTS exam, including strengths and weaknesses of Vietnamese candidates. It outlines the four key skills assessed in IELTS - reading, writing, listening, and speaking - and highlights some of the challenges candidates face in each section. The document also describes two options for IELTS preparation - an intensive two-week classroom course and an online self-study course called "Road to IELTS" - and notes the benefits of each.
The document appears to be a practice test for a teaching qualification. It contains multiple choice questions about classroom language functions, sequencing of classroom instructions, and selecting appropriate language for different classroom situations. The questions increase in difficulty level as the points value increases for each topic.
This document provides an overview of the International English Language Testing System (IELTS) exam for teachers, administrators, and other users. It outlines the key features and administrative procedures of IELTS. The document discusses what IELTS is, how it is administered, the different test formats (Academic vs General Training), test components and scoring, and guidance on interpreting test results. It also provides sample questions and passages to illustrate the format and content of the IELTS Listening, Reading, Writing and Speaking tests.
- The document provides information for junior students at Carroll Senior High School, including introducing the counseling team, discussing topics like sexual harassment, diversity, and safety.
- It outlines graduation plans and requirements, explains the transcript and grading system, and provides details about PSAT/SAT testing, college visits, fairs, and the National Merit Scholarship program.
- Students are given guidance on course scheduling, community service hours, meeting with counselors, and planning for college and beyond.
The document provides information about standardized testing for students at Glenoaks Elementary. It discusses the STAR program, which includes the California Standards Tests (CST), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). It notes that the CST is taken by students in grades 2 through 11 to measure performance against state standards. Sample test questions are provided for grades 4 and 5 in English language arts and science. Testing dates at Glenoaks for spring 2013 are listed, along with estimated section times.
This document outlines the objectives, schedule, materials, and assessment for an English skills self-study course. The objectives are for students to become independent learners by setting goals, choosing materials, reflecting on learning, and evaluating progress. Students' language proficiency and use of online programs are evaluated through quizzes, learning records, and program participation over 12 weeks. The schedule details weekly in-class introductions and orientations to programs followed by outside class self-study assignments.
Test Construction and Administering classroom examinations.pptxJUDYLANDYU
The document provides guidance on constructing classroom tests, including estimating question completion times, determining question types and numbers, constructing a table of specifications, administering the test, and analyzing results. Key recommendations include beginning with easier question types and moving to more complex, using a table of specifications to align questions with objectives, estimating completion times, and constructing an answer key before administering the test.
This document summarizes a seminar on test construction presented to faculty of BNHS-Villa Maria Annex. It discusses the importance of creating valid and reliable tests to properly evaluate student learning. Guidelines are provided for developing different test item formats, including multiple choice, true/false, matching, and essay questions. The presentation emphasizes writing clear, unambiguous questions and avoiding common pitfalls in test design to ensure tests accurately measure student understanding of course material.
1. The document describes different types of language test items that can be used to test English grammar mastery, including multiple choice items, transformation items, completion items, rearrangement items, and pairing/matching items.
2. Examples of each test item type are provided, such as a multiple choice question testing simple past tense and a rearrangement item requiring students to reorder sentences.
3. Guidance is given for constructing different item types effectively, such as ensuring completion items only require inserting necessary words like articles and including more answer options than questions for pairing/matching items.
This document provides an overview and strategies for the TOEFL PBT (paper-based test). It discusses the three sections of the test - Listening, Structure/Written Expression, and Reading Comprehension. The Listening section contains short and long conversations followed by multiple-choice questions. The Structure/Written Expression section contains sentences testing grammatical knowledge. The Reading Comprehension section includes questions about main ideas, details, and vocabulary in reading passages. The document emphasizes practicing these skills daily to prepare for the test.
The document provides an overview of the International English Language Testing System (IELTS) exam. It describes the different sections of the exam - Listening, Reading, Writing and Speaking. For each section, it outlines the time allotted, number of parts/questions, scoring, and tips for preparation and test-taking strategies. Additional information is given on how to apply for the exam and resources for further study assistance.
This document provides a summary of the third teaching week for an Upper Intermediate IELTS preparation course focusing on academic reading. It includes announcements, open-access study materials, a summary of the previous week, introductory videos, and a discussion of the seven reading task types assessed on the IELTS exam. Students are instructed to practice sample questions and post any struggles to the discussion board for assistance from the tutor. The goal is to help students master the necessary skills for the academic reading portion of the IELTS exam.
This document provides a list of 46 classroom activities for gifted and talented pupils, along with brief descriptions of some of the activities. The activities are aimed at challenging gifted students and can also be adapted for lower ability students. The document encourages differentiating instruction for students of varying abilities. It also notes that while the activities target gifted learners, they can still be effective for lower ability students with slight modifications.
Dalam presentasi ini di jelaskan mengenai pembahsan IELTS. Mulai dari pengertian, perbedaan IELTS,TOEFL, dan TOEIC proses dan prosedur tes IELTS, manfaat tes IELTS, dan Score yang akan di peroleh dalam tes IELTS.
Teaching exam strategies to ielts studentsStephen Cloak
This document summarizes a teacher's presentation on their pedagogical strategies for teaching IELTS exam preparation classes. The teacher focuses on developing students' reading skills like skimming and scanning. They emphasize practicing reading strategies independently and with peers over simply copying instructions. The teacher also considers student factors like first language, previous education levels, and academic experiences to tailor their instruction and error correction. There is diversity in the class with students from six nationalities speaking four languages, so the teacher must be aware of how these backgrounds could influence exam performance.
Completion items are useful for testing students' ability to produce grammatical language. They measure production rather than recognition. There are several types of completion items, including blanks requiring a single word, modified cloze passages, sentence completions, and completion of dialogues. Providing context or data can help restrict choices and avoid ambiguity. Transformation items test the ability to manipulate grammatical structures by rewriting sentences according to patterns or using substitute words.
This lesson plan is for an 80-minute English class for 1st year secondary students focusing on making predictions using will/won't and first conditional sentences. The lesson includes a warm-up reviewing prior predictions, presenting new conditional structures, an activity where students practice talking about causes and results in pairs, and closes with a board game to review conditionals. The plan demonstrates integration of reading, speaking, listening and writing skills through different pair and group activities using various materials like worksheets, presentations, and a game board.
This lesson plan is for an 80-minute English class for 1st year secondary students focusing on making predictions using will/won't. The plan includes a warm-up to review prior knowledge, a presentation on using if/will to talk about causes and results, and two paired activities for students to practice these structures. The lesson will conclude with a board game to review conditional sentences. The plan utilizes a communicative approach with reading, speaking, and listening integrated through pair and group work.
This document provides guidelines for preparing for the IELTS exam. It explains that IELTS is an English proficiency test accepted by over 135 countries for university admission, work, and immigration purposes. The exam consists of four parts that test listening, reading, writing, and speaking skills. It provides details on the format, timing, and scoring for each section of the IELTS exam. The document advises registering for an exam date once prepared and allows retaking the test if unsatisfied with scores or to improve English abilities.
This document summarizes information about the IELTS exam, including strengths and weaknesses of Vietnamese candidates. It outlines the four key skills assessed in IELTS - reading, writing, listening, and speaking - and highlights some of the challenges candidates face in each section. The document also describes two options for IELTS preparation - an intensive two-week classroom course and an online self-study course called "Road to IELTS" - and notes the benefits of each.
The document appears to be a practice test for a teaching qualification. It contains multiple choice questions about classroom language functions, sequencing of classroom instructions, and selecting appropriate language for different classroom situations. The questions increase in difficulty level as the points value increases for each topic.
This document provides an overview of the International English Language Testing System (IELTS) exam for teachers, administrators, and other users. It outlines the key features and administrative procedures of IELTS. The document discusses what IELTS is, how it is administered, the different test formats (Academic vs General Training), test components and scoring, and guidance on interpreting test results. It also provides sample questions and passages to illustrate the format and content of the IELTS Listening, Reading, Writing and Speaking tests.
- The document provides information for junior students at Carroll Senior High School, including introducing the counseling team, discussing topics like sexual harassment, diversity, and safety.
- It outlines graduation plans and requirements, explains the transcript and grading system, and provides details about PSAT/SAT testing, college visits, fairs, and the National Merit Scholarship program.
- Students are given guidance on course scheduling, community service hours, meeting with counselors, and planning for college and beyond.
The document provides information about standardized testing for students at Glenoaks Elementary. It discusses the STAR program, which includes the California Standards Tests (CST), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). It notes that the CST is taken by students in grades 2 through 11 to measure performance against state standards. Sample test questions are provided for grades 4 and 5 in English language arts and science. Testing dates at Glenoaks for spring 2013 are listed, along with estimated section times.
This document outlines the objectives, schedule, materials, and assessment for an English skills self-study course. The objectives are for students to become independent learners by setting goals, choosing materials, reflecting on learning, and evaluating progress. Students' language proficiency and use of online programs are evaluated through quizzes, learning records, and program participation over 12 weeks. The schedule details weekly in-class introductions and orientations to programs followed by outside class self-study assignments.
Test Construction and Administering classroom examinations.pptxJUDYLANDYU
The document provides guidance on constructing classroom tests, including estimating question completion times, determining question types and numbers, constructing a table of specifications, administering the test, and analyzing results. Key recommendations include beginning with easier question types and moving to more complex, using a table of specifications to align questions with objectives, estimating completion times, and constructing an answer key before administering the test.
This document summarizes a seminar on test construction presented to faculty of BNHS-Villa Maria Annex. It discusses the importance of creating valid and reliable tests to properly evaluate student learning. Guidelines are provided for developing different test item formats, including multiple choice, true/false, matching, and essay questions. The presentation emphasizes writing clear, unambiguous questions and avoiding common pitfalls in test design to ensure tests accurately measure student understanding of course material.
This document provides an overview and syllabus for an Introduction to the Study of Language course. The course will introduce students to the scientific study of linguistics, covering topics like syntax, semantics, phonetics, and sociolinguistics. Students will analyze language use through assignments, exams, and a final project where they research a linguistic phenomenon in depth. The class will require regular homework, participation, and adherence to policies regarding attendance, late work, and academic integrity.
The document provides information to help students decide whether to take the SAT or ACT exam, including:
- The SAT focuses more on vocabulary and problem-solving skills while the ACT covers more advanced math and includes a science section.
- Factors like a student's reading speed, comfort with science, and ability to shift between different question types should be considered in deciding which test to take.
- Students should prepare early, take a prep course to learn testing strategies, and consider taking the exam multiple times to improve their scores. Preparation includes practicing relevant math, reading comprehension, and English skills.
- Resources for registering for the exams and prep courses are provided.
TCV School Choglamsar, Leh (Science Action Research )Tenzin Dhargyal
1) The document describes a teacher's professional development program focused on improving poor science academic results.
2) Questionnaires were used to collect data from students, parents, administrators, and teachers to identify factors contributing to low scores and suggestions for improvement.
3) Based on the findings, changes were made to instruction including more formula guides, practice problems, group work, and practical classes. Slight improvement was seen in subsequent test results.
The presentation provided guidance on developing effective classroom tests through the use of tables of specification to map learning objectives and content, following best practices for question types like multiple choice and situational judgment tests, and emphasizing the importance of validity, reliability and usability in assessment. Effective test construction requires understanding students, having subject mastery, and developing questions that accurately measure learning outcomes.
Table of Specifications (TOS) and Test Construction ReviewRivera Arnel
The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.
Ssat conference Dec 2015 " Preparing your school for the brave new world"goodwins1969
This document discusses preparing a school for changes to the education system in the UK, referred to as the "Brave New World". It outlines new GCSE and A Level assessments that focus more on exams over coursework. The school is focusing on developing extended writing skills and spacing out lessons to improve long-term memory retention. Survey results show most students feel their work is appropriately challenging. The document provides examples of strategies to help students learn exam techniques and approaches to intervention to address gaps in knowledge.
The document provides a summary of the strategies used by the author to prepare for the IELTS exam. It includes finding a study partner, researching different test centers, arranging a study module with a block schedule, taking partial online courses, and focusing on vocabulary, grammar, and practice tests for each sub-section. Mock exams were emphasized as important but regretfully skipped. Useful online resources like websites, YouTube channels, and applications for practice are also listed.
This brilliant presentation was made by my two friends Gorakhnath Gangane and Mahesh Babu after returning from Cambridge University Regional Training College, London, having done their CELTA from there, getting a CELTA degree that is the most prestigious one in the whole world. The presentation is about ELT, EFL and ESL and ELL and is brilliant in its accuracy. It also has some suggestion and structural inputs from me.. Gorakhnath and Mahesh are language instructors in Jazan University Saudi Arabia, and I am an Assistant Professor here.
The document discusses various aspects of writing and correcting communicative language exams, including:
1. It provides an overview of topics like what skills to test, test formats, and correction techniques.
2. It discusses the benefits of using exam banks which can provide more standardization and criteria.
3. It offers guidance on determining exam sections, point values, and balancing accuracy and fluency, production and recognition, and objective and subjective questions.
The document discusses an English accreditation program in Uruguay that aims to recognize the English skills acquired by secondary school students. It provides details on the program's objectives, participants, curriculum, exams, and results. The program has seen growing participation since 2008, with over 350 students taking diagnostic tests in the second semester of 2009.
This document provides information and examples for constructing different types of tests, including structured response items, constructed response items, and examples at various cognitive levels. It discusses key characteristics of good tests such as validity, reliability, and usability. Examples of different question types are provided, such as true/false, multiple choice, matching, short answer, and essay. Guidelines are offered for writing effective item stems and response options to avoid issues like negative wording, ambiguity, and guessing. Bloom's taxonomy is referenced for aligning question types and verbs with different cognitive levels.
The document discusses how to improve test reliability by providing clear instructions, unambiguous questions, familiar formatting, and objective scoring. It recommends training scorers, reviewing items for errors, using parallel distractors of similar length, and avoiding subjectively scored items or those that provide clues. Tables of specifications can improve validity by matching test questions to course content and objectives. Formative evaluations provide ongoing feedback, while summative evaluations assess effectiveness after full implementation.
1. The document provides teaching notes for a lesson to familiarize students with the Part 1 writing task of the Cambridge English: First exam.
2. The lesson instructs teachers to have students brainstorm environmental problems and solutions, complete a planning worksheet, and order sample student answers based on content, communicative achievement, organization, and language.
3. Teachers are then directed to have students use their plans to write their own essay answering a sample Part 1 exam question about environmental issues related to transport, rivers and seas, and an additional idea of their choice.
The document provides tips for ECE students preparing for Visvesvaraya Technological University examinations. It outlines attributes of good students like confidence, conviction, dedication and strong memory power. It recommends streamlining study habits, practicing past papers, and seeking faculty support. During exams, it advises reading the entire paper first, allocating time proportionately to questions, prioritizing confident questions, showing working for numerical problems, and double checking answers. Overall, following these tips can help students score high marks and ranks.
This document provides an overview and schedule for Week 1 of the Aberdeen 2040 course. It outlines the expected workload of around 20 hours per week and assignments due each day. Students are instructed to complete self-study materials from the Oxford EAP textbook and prepare for seminars on topics like taking part in discussions, asking questions, and answering questions. The purpose of questions in seminars is also briefly explained as understanding ideas, highlighting flaws, and developing critical thinking.
· Etac lesson plan teacher hickslewisweek of oct.19 23,20piya30
This lesson plan outlines math and science instruction for 1st grade students over the course of a week. The plan focuses on addition and subtraction strategies, with daily objectives covering counting, making 10, and explaining strategies. Each day includes establishing objectives, modeling concepts, interactive practice, and small group or individual work. Formative assessments and adjusting for English learners are also incorporated daily.
The document provides information about an upcoming AP Biology exam, including:
- The exam will take place on May 8 from 8:00-11:00 AM. It will consist of multiple choice and free response questions.
- The exam will cover 4 big ideas: evolution, biological systems utilize energy/matter, living systems store/transmit information, and complex interactions in biological systems.
- The document then provides a detailed review of content including chemistry of life, cellular structure/function, cellular energetics, and molecular genetics.
The document provides guidance on obtaining letters of recommendation for medical school applications, noting that most schools require at least 3 letters - 2 from science professors and 1 from a non-science professor. It outlines the process for choosing letter writers, providing them with necessary forms and background information, maintaining communication, and ensuring the letters are submitted through the appropriate channels by the applicable deadlines. Obtaining strong letters of recommendation that are submitted on time can substantially support an applicant's medical school application.
Class Scheduling & Academic Planning Workshop
Presented at UC Berkeley for Sigma Mu Delta's "PreMed Survival Guide" 4/15/17
Originally created for Sigma Mu Delta's "How To Get Into Medical School" Symposium 3/16
The document provides information about an upcoming AP Biology exam, including exam structure, content topics, and a review of key biology concepts. The exam will be on May 8 from 8:00-11:00 AM and consist of multiple choice and free response questions covering four big ideas: evolution, biological systems utilize energy/matter, living systems store/transmit information, and complex interactions in biological systems. The review covers chemistry of life, cells, cellular energetics, photosynthesis, molecular genetics, genetics/heredity.
This document provides information and recommendations for navigating pre-med requirements at UC Berkeley. It outlines the typical course requirements, including one year each of calculus, chemistry, organic chemistry, physics, biology, and English. It recommends strategies for scheduling courses, choosing a major, and blocking out time. The document also shares the author's own academic history and provides additional tips and resources for students.
The document provides an overview of the structure and content covered on the AP Calculus AB exam, including:
- The exam is 3 hours 15 minutes long and divided into multiple choice and free response sections testing limits, derivatives, integrals, and applications of calculus.
- Content topics covered include limits of functions, continuity, derivatives and their applications (related rates, max/min problems), integrals, and differential equations.
- Formulas and strategies are provided for evaluating limits, finding derivatives using various rules, applying derivatives to sketch curves, solve optimization problems, and solve motion problems using related rates.
This document provides information and recommendations for pre-med students at UC Berkeley regarding course requirements, recommended course combinations, major selection, scheduling blocks of classes, and resources. It outlines the typical pre-med requirements of 1 year each of calculus, chemistry, organic chemistry, physics, biology, English, and a social science. It recommends against taking more than 2 technical courses in a semester and provides examples of course schedules. It also stresses exploring interests through major selection and engaging in extracurricular activities to stand out in medical school applications.
The document is a study guide for a chemistry exam covering various organic chemistry topics including allylic and conjugated systems, aromaticity, electrophilic aromatic substitution, carbonyl chemistry, amino acids, and peptide sequencing. It provides definitions, reaction mechanisms, and practice problems for key concepts that will be tested. The study guide emphasizes memorizing fundamental steps and rules for different reaction types as well as clearly indicating hybridizations and understanding how underlying concepts link various topics together. It concludes by recommending getting sufficient rest before the exam and trusting one's conceptual understanding of material to answer problems, even those involving unfamiliar reactions.
The document is a study guide for a chemistry exam covering various organic chemistry topics including allylic and conjugated systems, aromaticity, electrophilic aromatic substitution, carbonyl chemistry, amino acids, and peptide sequencing. It provides definitions, reaction mechanisms, and practice problems for students to review key concepts that will be tested like identifying hybridizations and drawing Frost diagrams for aromatic compounds, outlining the steps of electrophilic aromatic substitution and Friedel-Crafts reactions, interconverting functional groups like carbonyls, hemiacetals, and acetals, and sequencing peptides after cleavage by specific proteases. The study guide also offers general exam preparation advice and reminds students to trust their conceptual understanding of material to answer problems.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
SAT Workshop Curriculum
1. SAT Workshop
Classroom Matters
Instructor: Shashank Patil
April 23-May 21, 2017
Week 1: Overview, Planning, & Organization
1. Get to Know You/Each Other
a. Name, School, Year, Hobbies, Icebreaker: “If you could fix one problem in the
world what would it be and why?”
2. Familiarity with the Test
a. Have they taken the test before? If so, when?
b. Have then taken the PSAT before? When?
c. Do they know the structure of the SAT?
d. For people that took SAT or PSAT before, what section was the hardest? Why?
3. Our Reference Book: The Official SAT Study Guide, 2016 Edition (by Collegeboard)
a. This is your copy to keep Write All Over It
b. Bring it with you to every session
i. I’ll be assigning problems for homework and for classwork
4. Structure of the SAT
Section Number of
Questions
Time Allotted Pacing
(Time/Question)
Evidence-Based Reading 52 65 minutes 1 min 15 sec
Evidence-Based Writing 44 35 minutes ~48 sec
Math (without calculator) 20 25 minutes 1 min 15 sec
Math (with calculator) 38 55 minutes 1 min 27 sec
Essay(optional) 1 50 minutes 50 minutes
a. Briefly preview sections with book
5. Structure of SAT Workshop
a. Week 1 (Today): Overview, Planning, & Organization
b. Week 2 (April 30): Evidence-Based Reading Strategies
c. Week 3 (May 7): Evidence-Based Writing Strategies
d. Week 4 (May 14): Math Strategies
e. Week 5 (May 21): Essay Strategy + Review
6. Establish Target Score
a. 50 to 150 points of improvement is reasonable over 5-week workshop
i. Make sure students check their scores as they set a target score
ii. Emphasize that it is easier to improve scores in sections they’re struggling
with than sections that they’re already doing well in (curved grading)
1. Thus, students should aim to improve their lower-scoring section
by more than their higher-scoring section.
b. “What’s a good SAT Score?”
i. Answer: Depends on the schools you’re applying to.
1. Research average/25th-75th % scores for each prospective school
2. ii. Sample Bay Area Colleges/Universities:
School Average SAT
CSU East Bay 1000
SF State University 1070
Sonoma State University 1070
SJ State University 1100
University of San Francisco 1250
UC Berkeley 1440
Stanford 1520
7. Determine Test Date/Registration
Test Date Normal Deadline Late Registration Online Score Release
May 6, 2017 April 7, 2017 April 25, 2017 June 8, 2017
June 3, 2017 May 9, 2017 May 24, 2017 July 12, 2017
August 26, 2017 July 28, 2017 August 15, 2017 September 14, 2017
October 7, 2017 September 8, 2017 September 22, 2017 October 27, 2017
November 4, 2017 October 6, 2017 October 20, 2017 November 23, 2017
December 2, 2017 November 3, 2017 November 17, 2017 December 21, 2017
March 10, 2018 February 9, 2018 February 23, 2018 March 29, 2018
May 5, 2018 April 6, 2018 April 20, 2018 May 24, 2018
June 2, 2018 May 4, 2018 May 18, 2018 June 21, 2018
a. Register on The Collegeboard website; Encourage them to make an account
(ASAP!) if they don’t already have one
b. If a student is not already registered, tell students to speak with parents/guardians
this week.
i. Tell them to consider SAT II’s, AP tests, Final Exams, Midterms, Projects,
Trips, etc. when selecting a date
ii. My recommendation: Minimum 3 months for study if they haven’t taken it
yet; at least until the end of this workshop if they have already taken it.
c. Accommodations (Additional Time/Separate testing room) are available
i. Talk to me after class and we can discuss protocol
d. Check in with them about registration next class
8. The Optional Essay
a. “Should I take it?”
i. Pros: A good score can strengthen your application (slightly), you will
meet all college SAT requirements
ii. Cons: More to study/practice, longer exam, $11.50 more (unless you have
a waiver)
b. You cannot choose to withhold your essay score
9. Communication
a. My email: shashankpatil@berkeley.edu if you have a specific question
b. Preferred: GroupMe (Make sure their phone #’s are correct)
i. Used to post all homework assignments, vocabulary lists/flashcards,
updates, and reminders.
ii. Use this as a forum to ask general questions to classmates and me!
3. 10. Homework This Week
a. Take Practice Test #1 from the study guide
i. Take it under testing conditions (timed, quiet, no unscheduled breaks) and
then score the test.
1. If you would like, Classroom Matters offers SAT proctoring
($25/hour)
b. There will be weekly homework (Sorry, not sorry!)
i. Time + Effort Target Score
c. Vocabulary Plan: Lists and Flashcard links will be posted on GroupMe
i. “Why study vocabulary? I’m not going to be tested on vocabulary words!”
1. Concession: True. If you’re an avid reader, you probably won’t
have to study vocabulary. If you’re not, I would recommend
reading news articles (The Washington Post, The New York Time,
etc.) to expose you to a greater range of vocabulary.
2. Fact: Expanding vocabulary is a proven means for SAT score
improvement (http://blog.prepscholar.com/the-best-way-to-study-
sat-vocab-words)
11. Scoring
a. Overall
i. English (200-800) + Math (200-800) = Overall Score (400-1600)
b. Raw Score: The number of questions you answered correctly
i. Equating: “Ensures that the different forms of the test or the level of
ability of the students with whom you are tested do not affect your
score…makes it possible to make comparisons among test-takers who take
different editions of the tests”
1. Equating controls for variations across different exams (Harder
Test More Generous Scaling)
ii. Math Score (Section 3 & 4): Add Raw Scores Scaled Score (Using
Conversion Table)
iii. English (Section 1 & 2): Add Raw Scores (Using CT Multiply by 10
Scaled Score
4. 12. Sample Practice Problems from PT2 [35 minutes]
a. Reading Comprehension: pg. 452-454 #1-10 (12.5 minutes)
b. English Language & Writing: pg. 468-471 #1-11 (8.75 minutes)
c. Math (without calculator): pg. 484 #6-10 (6.25 minutes)
d. Math (with calculator): pg. 492 #6-10 (7.25 minutes)
Week 2: Evidence-Based Reading Strategies
1. Housekeeping
a. Everyone join the GroupMe!
b. Did everyone register/think about potential dates?
c. Any questions for me about the logistics of the test?
2. Practice Test #1 Review
a. How did you feel?
i. What was difficult? Where do you think you need to improve?
3. Strategies (Going through PT1 Sec 1 Passage 1)
a. Annotating Passages
i. Always read the pre-text description
1. It can help you contextualize a passage (time, issue, author’s bias)
ii. Underline transition phrases or pivots: signal important information is
coming up
1. Examples: “At the same time”, “However”, “Although”,
“Despite”, “Yet”
iii. “According to ____” indicates an important person or organization
b. One Line Summary
i. Will help anchor you when answering primary purpose questions
1. Prevents you from being trapped into bait answer-choices!
ii. Write It Down
1. May seem basic but it works.
c. Support every answer with a line in the passage
i. Be able to put your pencil on a line that corroborates your answer choice
(even if it is an inference question)
ii. My advice: Don’t make up a story to justify your selection … the correct
answer should have a (relatively) clear supporting statement(s) from the
passage
d. Paired questions [
i. Do evidence question first (The second question)
1. Once you find the correct line, you can go back and do the original
question
2. The strategy helps get rid of many irrelevant/bait answer choices
e. Process of Elimination
i. Get rid of wrong answer choices first
1. Probability of correct answer increases as you eliminate wrong
answer choices: 1/4 1/3 ½
ii. Note on Multiple Choice Tests
1. Bait answers are designed to sound correct because they include
phrases from the passage
5. 2. My advice: Aim to understand the passage as a whole so that it
will be easier to eliminate answer detail-based questions
a. “The apple doesn’t fall far from the tree”
f. Guessing Strategy (Letter of the Day)
i. Pick a letter (before you begin the test) that you will select for every
question that you cannot get to or cannot eliminate any answer choices
1. Saves you time!
g. Practice
i. PT 2 Section 1 Start @ p. 455 Passages 2-5
h. Homework: PT4 Section 1 ALL
Week 3: Evidence-Based Writing Strategies
1. Check-In
2. Strategies: My 10 Points for Success (Going through PT1 Sec 2 Passage 1)
a. (1) Idiomatic Expressions
i. “The advantages of Greek Yogurt outweigh the potential drawbacks of its
production” – PT1 Sec 2 Passage 1 #1
ii. Solution: More reading More exposure
1. Ex. The New York Times, The Washington Post, The Atlantic
b. (2) Punctuation:
i. Periods: Indicate end of independent clause
ii. Colons (#16 PT1 Sec 2 Passage 2)
1. Setting up a list
2. Providing an introduction for a proper noun
3. Explaining a term
a. 3 examples on whiteboard
iii. Semicolons: Separating two independent, but closely-related, clauses
iv. Commas: descriptive dependent clauses
1. Ex. #11 and #15 (p. 353 and 355)
v. Exclamations: *Almost never seen on SAT*
1. Exclamatory, forceful/alarming/surprising statements
vi. Question marks: *Rarely appear*
1. Questions
vii. Apostrophes:
1. Used to show possession
2. Singular vs. Plural Noun (Student’s vs. Students’)
c. (3) Parallelism in syntax (sentence structure)
i. #8 (p.352): serves & contains (same verb tense)
d. (4) Interpreting Graphs
i. Read title, source, legend, scaling units, of ALL graphs/charts/tables
e. (5) Transitional Phrases
i. Base on valence:
1. Positive: As such, Moreover, In continuation, Additionally, Also,
Thus, It follows that, etc.
2. Negative: However, In contrast, On one hand…on the other hand,
On a different note, Although, Whereas, But, Nonetheless, Yet, In
contrast, etc.
6. f. (6) Subject-Verb Agreement
i. Usually tested in long, complex sentence in which the subject and verb are
separated by modifiers
ii. My Process: Find the subject of the subject of the sentence and then
determine appropriate verb conjugation before looking at answer choices
g. (7) Possessives
i. Apostrophe Usage
ii. Be sure to locate the object or objects that are possessing the thing
iii. #19: Particles…their (p.356)
1. Possessive Pronouns:
a. Singular its
b. Plural their
h. (8) Concise/Succinct is ALWAYS better
i. Compelling writing = articulating ideas in the fewest number of words
ii. Avoid Repetitive Statements #21 (p.357)
iii. Active Voice vs. Passive Voice
i. (9) Sentence/Paragraph Reorganization Questions
i. #22 (p. 357): The reason you need to read the entire passage
ii. Passage Structure (Think Hourglass!)
1. Intro: General
2. Body: Detail
3. Conclusion: General
iii. Paragraph Structure (Think Funnel!)
1. General Specific
j. (10) Keep Purpose/Attitude of Author in mind
k. Practice
i. PT 2 Section 2 Start @ p. 472 Passages 2-4
l. Homework: PT4 Section 2 ALL
Week 4: Math Strategies
1. Arithmetic (translating word problems into expressions)
a. Sec. 4 # 6 (pg. 292)
2. Algebra I/II
a. Forms of linear equations
i. Slope-Intercept: y= mx+ b
1. m= slope =
rise
run
=
∆y
∆x
2. b = y-intercept (point where line crosses the x-axis)
ii. Point-slope: y – y1 = m(x- x1)
iii. Standard form: ax + by = c
b. Solving simple equations
i. Ex. If 5x+3 = 10, what is 10x + 3?
ii. Tips: Remember order of operations and always do the opposite of the
function given to solve for a variable.
c. Systems of equations: solving for a point of intersection between two lines
i. Methods of Solving:
1. Equal Values Method
7. a. Set equations equal to each other and solve for the variable.
Use this value to find other value of the other variable.
b. Ex. y = 13x + 5; y = 12x - 6
2. Substitution
a. Substitute value of one variable into the other equation in
order to get one equation with one variable.
b. Ex. x + y = 0 and 3x – 2y = 10
3. Elimination
a. Write each equation in standard form. Then, multiply one
of the equations by a specific factor so that you can cancel
out one variable.
b. Ex. x+ y = 0; 3x – 2y = 10
d. Factoring/FOILing
i. FOIL: First Outer Inner Last
1. Ex. (x+3) (x-4) = x2 – x - 12
ii. Memorize binomial expansions (helps to factor)
1. (a+b)2 = a2 + 2ab + b2
2. (a-b)2 = a2 – 2ab + b2
3. Ex. Factor (9a4 + 12a2b2 + 4b2) = (3a2 + 2b2)2
e. Quadratic functions
i. Shape: Parabola (U-shape)
ii. Standard form: y = ax2 + bx + c
1. -b/2a x value of vertex and the vertical line of symmetry
2. Ex. PT2 Sec. 4 #29 (p.499)
a. Recognize that Real only if 1) a>0 and b< 3 OR 2) a<0 and
b>3
3. Quadratic Equation:
a. 𝑥 =
−𝑏±√𝑏2
−4𝑎𝑐
2𝑎
iii. Vertex form: y = a(x-h)2 + k
1. (h,k) = vertex; x = h is the vertical line of symmetry
2. Ex. PT1 Sec. 4 #30 (p. 385)
f. Exponent Rules
i. A0 = 1
ii. A-n = 1/An
iii. (Am)(An) = Am+n
iv. (Am)/(An) = Am-n
v. (Am)n = Amn
1. Ex. #7 p. 484 (difference of squares)
g. Imaginary Numbers
i. Group imaginary terms together (just as would you with any other like-
term). All other arithmetic rules apply.
1. Ex. Evaluate (3 + 4i) – (1- i) = 2 + 5i
2. Ex. (3+ 4i) (1 – i) = 7 + i
ii. Use the conjugate to rationalize the denominator
1. Ex. #11 (p. 485):
3−5𝑖
8+2𝑖
×
8−2𝑖
8−2𝑖
=
24 – 40𝑖 – 6𝑖 + 10𝑖2
64−4𝑖2 =
7
34
−
23𝑖
34
8. h. Exponential functions
i. General form: f(x) = abx where
1. Where a= initial amount and b= exponential growth (b>1) or decay
(b<1) constant
2. Ex. #14 (p. 486)
3. Trigonometry (Math of triangles)
a. Types of Triangles
i. Acute = all interior angles are <90o
ii. Right = one interior angle = 90o
1. Special right triangles:
iii. Obtuse = one interior angle is >90o
b. Similar triangles: triangles that have identical interior angles and have respective
side lengths that differ by a specific factor.
i. Solve by setting up a proportion between the two triangle side lengths
ii. Ex. #18 (p. 488)
c. Unit Circle:
i. Remember: A circle is 360o
ii. Convert between radians and degrees using 180o/π or π/180o
iii. Ex. #19 (p. 488)
9. 4. Statistics Graph/Table Interpretation
a. Stats Review
i. Mean: Average = Add all terms and divide by # of terms
ii. Median: The middle number in a ordered list (least to greatest)
1. Most robust to outliers
iii. Mode: # that appears most frequently
iv. Range: Biggest # - Smallest #
b. Practice
i. Sec. 4: #11 (unit analysis), #14, #16 (p. 493-195)
ii. #16: Probability =
# favorable outcomes
total # of outcomes
5. Geometry
a. Circles
i. General Form: (x-h)2 + (y-k)2 = r2 where (h,k) = center and r= radius
1. Converting an expanded equation into this form requires you to
complete the square: (b/2)2
2. Ex. #24 (p. 497)
a. Solution: Center = (-2,1) Radius = 2
6. PT3 Practice problems (if time permits)
a. Section 3: 1, 3, 6, 7, 8, 10, 12 (distribute and complete the square), 13 (Test-
Taking Strategy: Picking #’s x = 1), 14, 17, 18, 19, 20
b. Section 4: 5, 8, 10/11, 13, 15, 16, 19, 24, 25, 27, 28, 30, 34, 37/38
7. Homework
a. Practice Test #4: Section 3 (1-20) and Section 4 (1-38) under testing conditions
b. Print out Practice Test #6: https://cdn.kastatic.org/KA-share/sat/5MSA05_FV.pdf
i. We’ll be doing review problems from this PT
Week 5: Review, Practice, & Essay
1. Reading Comprehension Review (5-6 minutes)
a. Annotate: underline transition phrases
i. Helps to understand valence of argument
b. Write One-Line Anchor: helps to answer primary purpose questions
c. Support every answer with a line in the passage***
i. Pencil on the line that supports your answer choice! No stories! No
“sorta/kinda/I guess it could be”!
d. Process of Elimination (POE): Think valence and avoid extreme language
e. Paired Questions: Evidence question first, original question second
f. Practice: First 2 passages of PT6 (26 minutes 15 seconds)
2. Writing Language (5-6 minutes)
a. Review of 10 points given on Writing/Language day
b. Practice: All of PT6 Section 2 (35 minutes)
3. Math (5-6 minutes)
a. Review: Can’t go over all topics. Any general topics you’d like me cover?
i. Test-Taking Strategies: Picking Numbers, POE, Guess-and-Check( if
listed in numerical order try B or C first, then pick a direction based on if
selected answer is too small or too large)
b. Practice: PT6 Section 3 All
i. Extra practice (Sec 4): 6, 7, 10, 12, 13, 15, 16, 22, 23, 25, 27, 28, and 29
10. 4. Essay (Optional)
a. Basics
i. Objective: Write a persuasive essay using a passage as reference
ii. Timing: 50 minutes [Taken after Section 4]
iii. Scoring: Two different people will read and score your essay
1. Each scorer awards 1-4 points for each dimension: reading,
analysis, and writing.
2. The two scores for each dimension are added.
3. You’ll receive three scores for the SAT essay – one for each
dimension – ranging from 2-8 points.
b. “Should I take it?”
i. Pros: A good score can strengthen your application (slightly), you will
meet all college SAT requirements
ii. Cons: More to study/practice, longer exam, $11.50 more (unless you have
a waiver)
c. “How do I get a 4 on each dimension?” [Rubric from CollegeBoard]
i. Reading:
1. Demonstrates thorough comprehension of the source text.
2. Shows an understanding of the text’s central idea(s) and of most
important details and how they interrelate, demonstrating a
comprehensive understanding of the text.
3. Is free of errors of fact or interpretation with regard to the text.
4. Makes skillful use of textual evidence (quotations, paraphrases, or
both), demonstrating a complete understanding of the source text.
ii. Analysis:
1. Offers an insightful analysis of the source text and demonstrates a
sophisticated understanding of the analytical task.
2. Offers a thorough, well-considered evaluation of the author’s use
of evidence, reasoning, and/or stylistic and persuasive elements,
and/or feature(s) of the student’s own choosing.
3. Contains relevant, sufficient, and strategically chosen support for
claim(s) or point(s) made.
4. Focuses consistently on those features of the text that are most
relevant to addressing the task.
iii. Writing
1. Is cohesive and demonstrates a highly effective use and command
of language.
2. Includes a precise central claim.
3. Includes a skillful introduction and conclusion. The response
demonstrates a deliberate and highly effective progression of ideas
both within paragraphs and throughout the essay.
4. Has a wide variety in sentence structures. The response
demonstrates a consistent use of precise word choice. The response
maintains a formal style and objective tone.
5. Shows a strong command of the conventions of standard written
English and is free or virtually free of errors.
11. d. “You lost me at rubric. So what do I do exactly?”
i. Write an essay that is:
1. Extremely clear
2. Consistent, smooth, and easy to read
3. Has few errors
4. Is not repetitive in content or language
5. Is sufficiently detailed (using evidence from the text) to fully
support the writer’s thesis
6. Demonstrates that you understand the text and the author’s claims
ii. Structure: Introduction (includes thesis), evidence paragraph 1, evidence
paragraph 2, evidence paragraph 3, conclusion
1. Ways to organize body paragraphs:
a. Appeals to logos (P1), pathos (P2), ethos (P3)
b. Analysis through the lens of three rhetorical devices :
diction, imagery, metaphor/simile, palilogy (repetition of a
word or phrase), syllogism, hyberbole, etc.
c. Identify and analyze two or three major arguments/themes
the author discusses
e. Review PT6 Essay Prompt
i. Create outline on board
5. Feel free to email me if you have any further questions regarding the SAT. Wish you all
the best of luck! 😊