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SSAT Study Guide

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SSAT Test Study

Guide

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Table of Contents
SSAT TEST RESOURCES .................................................................................................................... 4
SSAT OVERVIEW .................................................................................................................................. 5
TESTING AND ANALYSIS................................................................................................................. 7
INTRODUCTION TO THE SSAT...................................................................................................... 9
THE SSAT SCORING SCALE........................................................................................................... 10
QUANTITATIVE TEST ....................................................................................................................... 12
QUESTION TYPES .................................................................................................................................... 13
ARITHMETIC ............................................................................................................................................ 13
DIVISIBILITY ........................................................................................................................................... 15
MULTIPLICATION ..................................................................................................................................... 16
ADDITION ................................................................................................................................................ 16
SUBTRACTION ......................................................................................................................................... 17
EVENS AND ODDS .................................................................................................................................. 18
PRIME NUMBERS ..................................................................................................................................... 20
PERCENTS ................................................................................................................................................ 22
SQUARE OF A NUMBER ........................................................................................................................... 25
EXPONENTS ............................................................................................................................................. 27
ROOTS ..................................................................................................................................................... 29
AVERAGES ............................................................................................................................................... 30
VERBAL TEST ........................................................................................................................................ 32
SYNONYMS AND ANALOGIES.................................................................................................................. 32
Characteristic ................................................................................................................................. 32
Source............................................................................................................................................... 32
Location............................................................................................................................................ 32
Sequential ....................................................................................................................................... 32
Reciprocal........................................................................................................................................ 33
Cause/Effect ................................................................................................................................... 33
Creator/Creation........................................................................................................................... 33
Provider/Provision ........................................................................................................................ 33
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Object/Function............................................................................................................................. 33
User/Tool ......................................................................................................................................... 34
Whole/Part ...................................................................................................................................... 34
Category .......................................................................................................................................... 34
Synonym or Definition................................................................................................................ 34
Antonym or Contrast................................................................................................................... 34
Intensity........................................................................................................................................... 35
Word Part/ Meaning .................................................................................................................... 35
USING SENTENCES ................................................................................................................................. 35
FOCUS ON WHAT YOU KNOW ................................................................................................................ 35
READING COMPREHENSION TEST ........................................................................................... 37
FLYING OVER THE PASSAGE .................................................................................................................. 37
CREATING A TENTATIVE SUMMARY ....................................................................................................... 37
OPENINGS AND ENDINGS ...................................................................................................................... 38
EXTRANEOUS INFORMATION .................................................................................................................. 39
USING KITCHEN LOGIC .......................................................................................................................... 39
GETTING INTO THE AUTHORS MIND .................................................................................................... 40
EMOTIONAL WORDS ............................................................................................................................... 41
FINDING THE KEY WORDS ..................................................................................................................... 42
MAKING PROPER INFERENCES ............................................................................................................... 43
APPLYING IDEAS FOR GENERALIZATIONS ............................................................................................. 44
USING CONTEXT CLUES ......................................................................................................................... 44
BREAKING DOWN PASSAGE ORGANIZATION ....................................................................................... 46
FIRST WORD ANALYSIS ......................................................................................................................... 47
UNDERSTANDING THE INTIMIDATION ................................................................................................... 48
FINDING YOUR OPTIMAL PACE .............................................................................................................. 49
DONT BE A PERFECTIONIST .................................................................................................................. 50
FACTUALLY CORRECT, BUT ACTUALLY WRONG .................................................................................... 51
DIFFERENT VIEWPOINTS ........................................................................................................................ 51
WRITING SAMPLE ............................................................................................................................. 53
PLANNING STAGE ................................................................................................................................... 53
STICKING TO THE PLAN.......................................................................................................................... 53
REVIEWING THE PLAN ............................................................................................................................ 53
BRAINSTORMING SMART ........................................................................................................................ 54
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MAKING THE CUTS ................................................................................................................................. 56

ENDING AT THE START ........................................................................................................................... 57
STAYING CONSISTENT ........................................................................................................................... 58
MAINTAINING THE FLOW........................................................................................................................ 59
BACKING UP YOUR POINTS .................................................................................................................... 59
USING PROPER GRAMMAR ..................................................................................................................... 60
WATCHING YOUR VOCABULARY ............................................................................................................ 61
AVOIDING TUNNEL VISION .................................................................................................................... 62
JUST DO IT ............................................................................................................................................. 63
CONCLUSION IS REVIEW........................................................................................................................ 64
COMMUNICATING REASON, NOT PASSION ........................................................................................... 64
ANSWERING THE WHY? ......................................................................................................................... 65
GETTING READY FOR TEST DAY................................................................................................ 67
POST SSAT ............................................................................................................................................. 69

SSAT Test Resources

Free SSAT Practice Tests
http://www.testprepreview.com/ssat_practice.htm
Financial Aid Facts
http://www.finaidfacts.org
Scholarship Help
http://www.scholarshiphelp.org
Study Tips and Information
http://www.studyguidezone.com/resource_tips.htm

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SSAT Overview
The SSAT is indeed a difficult examination, and as such, it was
required that media be chosen by which intellectual ability could be
measured. In the case of the SSAT, math, verbal, reading, and writing
were the selected media. While there is an ongoing, low-profile
controversy about whether or not this test truly measures your
abilities with regards to what skills youll need for school, that is not
the purpose of this book. The purpose is, however, to make sure that
youre able to achieve the best possible state of preparation, allowing
you to maximize your score potential - no matter if your actual
aptitude has been measured.
As no test can measure all aspects of a persons intelligence, the SSAT
measures those skills deemed most critical to a new student. Then
again, if any admission test, no matter how cleverly assembles, is
inherently inadequate, why perform this type of testing at all? This is
a question posed by every student who sees the SSAT looming ahead
of him/her. Nevertheless, the answer to this question is quite simple,
and quite reasonable; to make school acceptance a more fair
experience, by expanding the basis approval beyond your grades.
Your SSAT score is one of the most critical elements to your
qualification for school, so it is naturally much too important for you to
take this test unprepared. The higher your SSAT score, the better
your chances of admission will be for a respected, competitive
program.

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While different programs assign a different weight or importance to

your SSAT scores, it is safe to assume that your SSAT will be a major
determining factor when it comes to the final admission decision made
by each school to which youve applied.
Careful preparation, as described in this expert guide, along with hard
work, will dramatically enhance your probability of success. In fact, it
is wise to apply this philosophy not only to your school applications,
but to other elements of your life as well, to raise you above the
competition. Your SSAT score is one of the areas in the admission
process over which you have a substantial amount of control; this
opportunity should not be taken lightly. Hence, a rational, prepared
approach to your SSAT test as well as the rest of the admission
process will contribute considerably to the likelihood of acceptance.
Keep in mind, that although it is possible to take an SSAT test more
than once, you should never take the test as an experiment just to
see how well you do. It is of extreme importance that you always be
prepared to do your best when taking the SSAT.

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Testing and Analysis

It wont take you long to discover that the SSAT is unlike any test
youve taken before, and it is probably unlike any test you will ever
take again in your academic career. The typical school test is a
knowledge-based test. The SSAT, however, is skills-based.
What does this mean to you? It means that youll have to prepare
yourself in a completely different way! You wont simply be reciting
memorized facts as they were phrased in some textbook.
The SSAT requires you to think in a thorough, quick and strategic
mannerand still be accurate, logical and wise.
This test is designed to judge your writing, verbal and mathematical
ability in the ways that schools feel is vital to the success of first year
students.
To some extent, you have already gradually obtained these abilities
over the length of your academic career. However, what you probably
have not yet become familiar with is the capability to use these
abilities for the purpose of maximizing performance within the complex
and profound environment of a standardized, skills-based examination.
There are different strategies, mindsets and perspectives that you will
be required to apply throughout the SSAT. Youll need to be prepared
to use your whole brain as far as thinking and assessment is
concerned, and youll need to do this in a timely manner. This is not

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something you can learn from taking a course or reading a book, but it
is something you can develop through practice and concentration.
This guide provides you with the professional instruction you require
for understanding the traditional SSAT test. Covered are all aspects of
the test and preparation procedures that you will require throughout
the process. Upon completion of this guide, youll have the confidence
and knowledge you need for maximizing your performance on your
SSAT.

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Introduction to the SSAT

The purpose of the SSAT is to establish a standard method of
measurement for the skills that have been acquired by school
applicants. These skills are considered critical to schools for a firstyear student to be able to succeed. The principle behind the SSAT is
similar to the SATs that are required for application to American
colleges. Although these tests are similar experiences, the SSAT is in
many ways much more challenging and complex.
Fortunately, the SSAT does not change very dramatically from year to
year. What this means to you, is that it has become possible for
quality practice tests to be produced, and if you should take enough of
these tests, in addition to learning the correct strategies, you will be
able to prepare for the test in an effective manner.

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The SSAT Scoring Scale

SSAT scoring is not hard to comprehend when it is properly explained.
There is no passing score to the SSAT, but you will need to know
what the cut off average score is for the schools to which youre
looking to apply. For this information, check their website, or call, and
theyll tell you the average score of students who are accepted.
Each school has a different policy for weighing SSAT scores with your
GPA. The majority of schools will weigh your SSAT score more heavily
than your GPA. In fact, some schools will weigh your SSAT at 70%
and your GPA at 30%, which means that this one examination is worth
more than years of previous schoolwork.
Its up to you to look into the schools to which youll be applying, so
that youll have this information, and know the exact value of your
SSAT. Many schools will make their calculation structure for the
combination of SSAT and GPA available to the public.
Knowing this information before you enter the SSAT examination
means that you know exactly what youre facing that day. You will
have a realistic perception of the worth of the test, and you will have
the proper motivation to fully apply yourself to reach your maximum
potential.
Youll also be able to realistically judge the type of school to which you
should be applying, and you can better set out your future plans in
your mind.
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Quantitative Test
These tests will require you to:
-understand basic concepts
-reason quantitatively
-solve problems in a quantitative setting
To identify the skills that need extra work, complete a practice test
that gives additional information, or, complete a practice test and look
for yourself at the areas where you excelled, and the areas where
struggle was apparent.
Your critical math skills will be in the areas where you have made the
most wrong answers on your practice test.

Those will be the math

skills that will best help your score in the shortest period of time, if
you manage to practice and better these skills. This is the area in
which you can maximize your score increase potential.
To master your critical math skills, there are certain steps you may
take:

Read over the skill lesson in this book, very carefully

Find some practice tests and work specifically on the questions that
test your critical math skills, practicing the new skills that you have
learned in through your review.

Use textbooks for increased detail, assistance, and question

examples for the areas in which you are struggling the most.

Practice, practice, practice!

The best way to get to learn your math skills is to rehearse them with
as many new sample questions as you can get your hands on. The
questions you do, the more you will become familiar and comfortable
with that type of question, so that you can move on and concentrate
on other areas for perfection.

Question Types
The test is very consistent with the type of mathematics questions that
it uses, year after year. The following are the types of mathematical
questions that you are likely to encounter:

Arithmetic

Divisibility

Multiplication

Addition

Subtraction

Evens and Odds

Prime Numbers

Percents

Square of a Number

Exponents

Roots

Averages

Arithmetic

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Arithmetic skills refer to the questions that can be solved by using

addition, subtraction, multiplication and/or division.
On these questions, youll need to recall your order of operations. A
good trick to recall your order of operations is Please Excuse My Dear
Aunt Sallybefore you say huh? recognize the first letters in this
phrase:

Work within Parenthesis

Simplify Exponents

Multiplication and Division

Addition and Subtraction

The majority of arithmetic questions will require you to take multiple

steps, and will likely test other skills as well, instead of being purely
arithmetic. Often, the questions will be presented in the form of word
problems, where you will need to decide when to add, subtract,
multiply and divide.
For example:
How many egg cartons are needed to hold 300 eggs, if each carton
can hold one dozen (1 dozen = 12)
A. 15
B. 18
C. 22
D. 25
E. 28

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Note: the answer is 25

Divisibility
The factors of integer X are the integers by which X can be divided
without leaving a remainder. Thus, X is divisible by its factors.
For example:
The number 10 is divisible by both 5 and 2. 10 can be divided by both
of these integers without leaving a remainder.
To review the rules of divisibility, have a look at the following:
1. Numbers divisible by 2 end in even numbers.
2. Numbers divisible by 3 can be determined by adding the sum of
their digits and checking if that number is divisible by 3 (for example
the number 123: 1+2+3=6, 6 is divisible by 3 with no remainder).
3. Numbers divisible by 4 can be identified if their last two digits will
divide by 4 without a remainder (for example, the number 624: the
last two digits are 24, which are divisible by 4 with no remainder).
4. Numbers divisible by 5 end only in 5 or 0.
5. Numbers divisible by 9 occur when the sum of its their digits are
divisible by 9 (for example, the number 639: 6+3+9 = 18, which is
divisible by 9).
6. A number is only divisible by 10 if it ends in 0
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The following is an example of a divisibility question:

Which of the following integers divides into both 200 and 150?
A. 3
B. 7
C. 30
D. 50
E. 300
Note: The correct answer is (D)

Multiplication
The following are a few simple rules to keep your multiplications on
track:
Positive x Positive = Positive
Negative x Negative = Positive
Negative x Positive = Negative

Addition
Here are some rules to be certain that there are no slips while doing
addition:
Positive + Positive = Positive
Negative + Negative = Negative
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Negative + Positive = either positive or negative (you must use the

absolute value of both: subtract the smaller from the larger and keep
the sign of whichever absolute value was larger)

Subtraction
The definition of subtraction is: A - B = A + (-B)
A minus B is the same as A plus (the opposite of B)
X > 0, means that X is a positive number
X < 0, means that X is a negative number
-(A - B) = -A + B = B - A
(-X)2 = X2
If X - 0, X2 > 0

If, on the number line, one number occurs to the left of another
number, the number on the left is the smallest number.
Therefore, when studying the line above, you will know that X < Y and
Y < Z.
For example:

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Use the number line to make conclusions with regards to whether each
number is positive or negative.
In this situation, you will have an easier time if you implement specific
numbers to fit the problem. For example, let X = -7, Y = -2, and Z =
3. Be certain to utilize some negative numbers while substituting.

The following is an example of a subtraction question:

Y-X
Solution: Positive Y is greater than X.
-2 - (-7) = -2 + 7 = 5

Evens and Odds

An even number is any word that is divisible by 2: numbers that are
within the set {-6, -4, -2, 0, 2, 4, 6,}. Remember, though, that an
even number is divisible by 2 and not have any remainder. Keep in
mind also that 0 is an even number. Consecutive even numbers are all
located 2 units apart. For example, if x is an even number, then the
next consecutive even number would be represented as X + 2.

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Odd numbers, on the other hand, are numbers within the set {-5, -3,
-1, 1, 3, 5,}.
The following charts demonstrate the properties of odd and even
numbers. To check the property of a number, you can simply
substitute the appropriate numbers.
Properties of odd and even numbers with Addition

Property

Example

Even + Even = Even

2 + 8 = 10

Odd + Odd = Even

3 + 9 = 12

Odd + Even = Odd

3 + 8 = 11

Properties of odd and even numbers with Addition

Property

Example

Even x Even = Even

4 x 6 = 24

Even x Odd = Even

4 x 5 = 20

Odd x Odd = Odd

3 x 9 = 27

Consider the following example:

If R is an odd integer, what are the next two consecutive odd integers?
A) T and V
B) R and R+1
C) R+1 and R+2
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D) R+2 and R+4

E) R+1 and R+3
Note: the correct answer is (D)
Heres another example:
If x is an odd integer and y is an even integer, tell whether each
expression is odd or even.
A. x2
B. xy
C. y2
D. x + y
E. 2x + y
Note (A) is odd. (B) is even. (C) is even. (D) is odd, and (E) is even.

Prime Numbers
A prime number is defined as an integer that is greater than 1, and
has only two positive factors, 1 and itself.
For example, 7 is a prime number, as its only factors are 1 and 7.
However, 6 is not a prime number, because its factors are 1, 2, 3, 6
The first ten prime numbers are: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29
Note, though that 1 is not a prime number, and both the smallest and
the only even prime number is 2.

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Prime factorization is the process by which you express a number as a

result of only prime numbers.
For example:
To create the prime factorization of 24, youd represent it as:
2 x 2 x 2 x 3 or 23 3
To create the prime factorization of 15, youd represent it as:
5x3
An example of a factor question is:
If xy = 13 and both x and y are positive integers, then what is the sum
of x + y?
A. 13
B. 14
C. 16
D. 20
E. 26
Note: the answer is B
Here is another example:
What is the sum of the first 5 prime numbers?
A. 18

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B. 28
C. 30
D. 34
E. 38
Note: The first five prime numbers are 2, 3, 5, 7, 11 and their sum is
28. The answer is B.

Percents
The word percent means hundredths or a number which is divided by
100. Converting a number into a percentage involves multiplying the
number by 100.
A percent can be determined by performing the division of the part by
the total and multiplying it by 100:
Percent = Part x 100
Total
For example, if Wendy missed 12 out of 80 examination questions,
what is the percent of questions she missed?
Percent = missed questions x 100 = 12/80 x 100 = 0.15 x 100 =
15%
Total
The phrase X is N percent of Y can also be written mathematically as

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X=N

100
The word is means equal (=), while the word of means multiply
However, before multiplying, you must change a percent into a
decimal or fractional format.
For example:
5 is 20% of 25, means 5 = 0.20 x 25
To change the fraction into the percent, you must first change the
fraction into a decimal, and then multiply by 100 (or move the decimal
point by 2 places to the right)
For example:
Change the fraction 1/5 into a percent.
First, change the fraction 1/5 into the decimal 0.2, and multiply by 100
(move the decimal 2 places to the right). Therefore:
1/5 x 100 = 20%
The following table provides the common percentages that you will use
on a regular basis, and may wish to memorize.

Fraction

Decimal

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Percent

1/100

0.01

1/10

0.1

10%

1/7

0.1428571

14.3%

1/6

0.16666...

16.6% or 16.7%

1/5

0.2

20%

1/4

0.25

25%

1/3

0.33

33.3%

1/2

0.5

50%

3/5

0.6

60%

1.0

100%

3/2

1.5

150%

Please note that numbers over 1 achieve percentages that are greater
than 100%

Consider the following example:

What is 20% of 50?
A. 5
B. 8
C. 10
D. 12
E. 15
Note: the answer is C

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To solve this question, you must rewrite it as an algebraic question.

Therefore, let x represent the unknown number.
X = 0.20 x 50
Keep in mind that to change the percent to a decimal, and that the
word of means that you should multiply.
X = 10
Here is another example:
5 is what percent of 2?
A. 2.5%
B. 25%
C. 100%
D. 250%
E. 500%
Rewrite this as an algebraic equation. 5 = n 2
Solve for n and remember to change the answer to a percent.
n = 5/2 = 2.5 = 250%
Therefore, the answer is (D)

Square of a Number
Squaring a number means to multiply that number by itself.
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The notation for squaring a number (x) is as follows: x2

When squaring an integer, the result obtained is called a perfect
square.
When preparing for the test, make sure that you are fully capable of
understanding and reproducing the following table, as well as
recognizing the numbers that are perfect squares and perfect cubes.

n3(n > 0)

n3(n < 0)

-1

-8

-27

-64

125

-125

216

-216

You will not

need to know

any higher

100

121

144

Squared numbers and special properties

x2 > 0 always, except for x = 0

x2 > x for x > 1

x2 < x for 0 < x < 1

*important

x2 = x for x = 1 or 0

The square root of x2 equals the absolute value of x.

If x2 = y2, then either x = y, or y = -x, or x = -y.

The following is an example:

Of the following numbers, which is a both a perfect square and a
perfect cube?
A. 4
B. 8
C. 9
D. 16
E. 64
Note: the answer is (E)

Exponents

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The mathematical notations for numbers which are the result of a

number that is multiplied by itself a number of times is called
exponents.
Examples:
x3 = x x x
x5 = x x x x x
The expression of xn is also called the nth power of x. The x is the
base, while the n is the exponent. Math questions will usually only
utilize integral exponents. x2 is read as x-squared, and x3 is read as xcubed. All others are read as a power of x. x4 is read as the 4th power
of x.
When it comes to the power of 10, there is a simple, quick rule that
simplifies the powers of 10, by writing it as 1, followed by the number
of zeros as specified by the power.
Examples: 105 = 1 followed by 5 zeros. 100000 = 100,000.
An example you may find is:
Represent 32,456 to the power of 10.
The solution would be as follows:
32,456 = 3 104 + 2 103 + 4 102 + 5 101 + 6 100

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Consider the following example:

Solve for x: (x - 3)2 = 49.
You could use algebra and take the square root of both sides or since
49 is a perfect square you could guess integers for x. Just remember x
-3 must be positive or negative.
If you try guessing, the integers 10 and -4 work. To get an algebra
solution, do the following:
(x - 3)2 = 49
x - 3 = 7 or x - 3 = -7
x = 10 or x = -4
It is your goal to get problems correct quickly. Sometimes guessing
(Guessing in this case means substituting in numbers to see which
satisfy the equation.) is faster than solving an equation, if you train
yourself to use the technique. Of course, if you cannot "see" the
answers fast enough, use other approaches to answer the problem.

Roots
The test will require you to manipulate both square roots and cube
roots. Some of the questions will measure whether or not you
understand these expressions.
You should remember that none of the following should ever occur:

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1. No perfect square can be left underneath a radical (square root)

sign.
2. No radical can be within the denominator.
3. No fractions may occur within the radical sign.

Averages
There are three basic components that comprise an average problem:
1. Total
2. Average (also known as a mean)
3. # of numbers
The average is the total of elements that are within the set.
To discover the average, simply divide the total by the # of numbers.
For example:
Jennas last four test scores were 35, 56, 75, and 28. What is the
average of Jennas test scores?
A. 43
B. 48.5
C. 52.5
D. 54
E. 47
Note: the answer is (B).
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35 + 56 + 75 + 28 = 194
194 / 4 = 48.5
Five things to remember when solving averages:
1. If a number that is the same as the average is added, the new
average will not change.
2. If a number is added and it is less than the average, the average
will decrease.
3. If a number is added and it is greater than the average, the
average will increase.
4. If a pair of numbers are added, and they are balanced on both
sides of the average, the arithmetic mean is the middle value.
5. To discover the average between two evenly spaced numbers, add
the first and the last terms and divide them by 2.

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Verbal Test
Synonyms and Analogies
Characteristic
Some characteristic analogies will focus on a characteristic of
something else.
Dog: Paw The foot of a dog is its paw.
Lady: Lovely A lady has a lovely personality.
Some characteristic analogies will focus on something that is NOT a
characteristic of something else.
Desert: Humidity A desert does not have humidity.
Job: Unemployed A person without a job is unemployed.
Quick: Considered A quick decision is often not very considered.
Source
Casting: Metal A casting is made from metal.
Forest: Trees A forest is composed of trees.
Slogans: Banners A slogan is printed on banners.
Location
Eiffel Tower: Paris The Eiffel Tower is a structure in Paris.
Welsh: Wales The Welsh are the inhabitants of Wales.
Pound: England The pound is the monetary unit of England.
Sequential
One: Two These are consecutive numbers.
Birth: Death These are the first and last events of a life or project.

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Spring: Summer The season of Spring immediately precedes

Summer.
Reciprocal
Parent: Child A parent cannot exist without a child.
Power: Work Power is a function of work.
Owner: Possession For possession to occur, there must be an owner.
Cause/Effect
Storm: Hail Hail can be caused by a storm.
Heat: Fire Heat results from a fire.
Monotony: Boredom Boredom is a consequence of monotony.
Creator/Creation
Carpenter: House A carpenter builds a house.
Painter: Portrait A painter makes a portrait.
Burroughs: Tarzan Edgar Rice Burroughs wrote the novel Tarzan.
Provider/Provision
Job: Salary A job provides a salary.
Therapist: Treatment A therapist treats patients.
Army: Defense An army enables national defense.
Object/Function
Pencil: Write A pencil is used to write.
Pressure: Barometer A barometer measures pressure.
Frown: Unhappy A frown shows unhappiness.

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User/Tool
Carpenter: Hammer A carpenter uses a hammer.
Teacher: Chalk A teacher uses chalk.
Farmer: Tractor A farmer drives a tractor.
Whole/Part
Door: House A door is part of a house.
State: Country A country is made up of states.
Day: Month A month consists of many days.
Category
Door: Window Both a door and a window are parts of a house.
Thigh: Shin Both a thigh and a shin are parts of a leg.
Measles: Mumps Both measles and mumps are types of diseases.
Synonym or Definition
These are analogies in which both terms have a similar meaning.
Chase: Pursue Both of these terms mean to go after.
Achieve: Accomplish Both of these terms refer to the successful
attainment of a goal.
Satiate: Satisfy Both of these terms mean to gratify a desire.
Antonym or Contrast
These are analogies in which both terms have an opposite meaning.
Disguise: Reveal To disguise something is not to reveal it, but to
conceal it.
Peace: War Peace is a state in which there is no war.
Forget: Remember The word remember means not to forget
something.

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Intensity
These are analogies in which either one term expresses a higher
degree of something than the other term.
Exuberant: Happy To be exuberant is to be extremely happy.
Break: Shatter To shatter is to strongly break.
Deluge: Rain A deluge is a heavy rain.
Word Part/ Meaning
These are analogies in which one term explains what the other term
means.
Pre-: Before The prefix pre- means before; for example,
predetermine means to determine before understanding
or seeing all of the facts.
Excessiveness: -ard The suffix -ard means to do something
excessively; for example, a drunkard is someone that drinks
excessively
Mis-: Poorly

The prefix mis- means to do something poorly; for

example, to misspell a word is to spell it poorly.

Using Sentences
The most commonly used strategy for solving these problems is still
the best. You should try to put the words into sentences that make it
easier to understand their meaning. The sentence doesnt have to be
complicated.

Focus on What You Know

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Many test takers are panicked when they realize they dont know what
a word means. The key is to use what you do know. Does the
unknown word have any prefixes or suffixes that you recognize? Do
you know of any familiar words that have the same root word? Youll
be surprised what you can determine about a word when you dissect it
appropriately.
If you arent able to dissect the word, there are still lots of other words
in the other answer choices that you do know and can work with.
Since there are only five choices to choose from, if you are able to
eliminate the other four, then even if you dont know all the words in
the fifth answer choice it must be right. Also, if you are confident
that another answer choice is correct, you can immediately move on,
without worrying about a word that you dont know.

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Reading Comprehension Test

Flying Over the Passage
A topic that is hotly debated among test taking circles is whether or
not you should read the reading passages before you read the
question. One theory is that you can save time if you read the
questions first and then go back and read over the passage. Another
theory is that you should read the passage first and then go into the
questions. Both theories have their own individual merit and due to
the differences in ability and preferences among test takers, one
method may work better than another for you.
Our recommended theory is the flyover. You want to spend some time
on the passage, at a bare minimum so that you have a general idea
about what the questions are going to ask and get your mind into the
proper mindset for the series of questions. However, you dont want
to waste too much time on reading the passage, because much of the
detail will be forgotten by the time you get to the questions anyway.
Therefore, you should fly over the passage. You should read it very
quickly for a high-level overview (hence the flyover) understanding of
what is contained in the passage.
In part, this is a compromise between the theories that gains most of
the benefits of each. You wont waste time on the details and yet will
have a general idea of what the passage is about and what to expect.

Creating a Tentative Summary

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After youve finished your flyover of the passage, take a few seconds
and compose a tentative mental summary of what youve just read.
Try to sort out the details you picked up on and arrange them into a
loose organizational pattern that describes the passage. Remember
that your goal in the flyover is not to check it off of a test-taking list of
things to do. You want there to be some purpose behind the flyover
and having the definite goal of being able to put together a brief
mental summary will allow you to maintain some focus and gain
benefit from the flyover as opposed to just skimming it for the sake
of skimming it without actually picking up on anything.
As you begin going through the questions and answer choices, if you
get good enough at putting together your mental summaries from
practice, you should be able to eliminate a number of answer choices
that are immediately contrary to your summary. Note, however that if
you find yourself without any good answer choices remaining (because
youve eliminated them all) you obviously had to have eliminated the
right answer choice. Dont hesitate to reopen an answer choice that
youve already eliminated from consideration and reconsider it as a
possibility. If you think an answer choice contradicts your initial
summary, youre probably right, but are not infallible.

Openings and Endings

A main focus of this flyover will be the opening and ending sentences
in each paragraph. These are likely to contain the main ideas of the
paragraphs and should be mentally tagged for future reference. Try to
remember a vague idea of what the different paragraphs are about,
because this will save you time when answering questions later.
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For the most part, make sure you never try to just answer the
questions from this first flyover. Always try to go back and confirm
the answer, as your memory will play tricks on you and the writers of
the test questions may deliberately have planted a trap for you
remember that they dont exactly have your best interests at heart.

Extraneous Information
Some answer choices will seem to fit in and answer the question being
asked. They might even be factually correct. Everything seems to
check out, so what could possibly be wrong?
Does the answer choice actually match the passage, or is it based on
extraneous information not even contained in the passage. Just
because an answer choice seems right, dont assume that you
overlooked information while reading the passage. Always try to go
back and find the support for the answer choice in the passage. Your
mind can easily play tricks on you and make you think that you read
something or that you overlooked a phrase.
Unless you are behind on time, always go back to the passage and
make sure that the answer choice checks out.

Using Kitchen Logic

When a question asks the test taker to identify a main idea, you
should first focus on the opening and ending sentences of the passage
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and each individual paragraph. If you cant find the main idea from
these key sentences, then ask yourself how you would describe the
passage to someone who had never read it. Which words and phrases
would you use to explain the principle ideas of the passage?
This is called Kitchen Logic - when you explain something the way
you would if you were talking to your friends and family, while sitting
at your kitchen table. So, when faced with identifying the main idea of
a difficult passage, make it easier on yourself by backing away from
the passage and thinking about it in terms of using easy kitchen
logic.

Getting into the Authors Mind

A number of questions become much easier when you place yourself
into the mind of the author of the passage. Ask yourself a few
different questions:
Why did the author write this passage?
What was the author trying to say?
What angle is the author taking?
What is the single most important point the author is trying to
make?
Put yourself in the shoes of the author and imagine that you wrote the
passage and try to identify what you were trying to describe and how
you were trying to describe it. If you take on the opinions and ideas
expressed by the author as your own, then it becomes easier to
answer questions that would be easy for the author to answer.
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Emotional Words
Each question will be about a different angle of the passage. For
questions asking about the authors emotions, find words in the
passage that are adjectives describing emotions.
So, if a question asks what sort of attitude an author had towards the
passage or subject, then look throughout the passage for attitude
words that might convey a positive or negative attitude. Are words
such as brilliant, excited, delightful used, or are words such as
depressive, gloomy, disappointing used?
A lot of questions could be answered correctly simply by going through
and circling all the adjectives in a passage. Without looking at
anything else except for the adjectives in a passage, most questions
about attitude or emotion could be answered correctly.
Another way of handling these situations is to arrange all of the
answer choices in a list going from most negative to most positive.
Example:
Question: The authors attitude on this topic is best described as:
A. indignation
B. eagerness
C. impartiality
D. fear
E. consent

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Now arrange these in order from negative to positive:

( - ) indignation, fear, impartiality, consent, eagerness (+)
This will help sort out the different choices and keep you from
overlooking an answer choice and making an easy mistake.

Finding the Key Words

The strategy of finding certain give-away words does not only apply
to adjectives in questions about emotions or attitude. Many questions
about specific details will have key words that hold the key to finding
the right part of the passage to look in for the answer.
Rather than answering based on your memory of the passage, you
always want to have support for your answer choice rooted in a
specific part of the passage. To gain that support, it follows that you
have to identify which part of the passage to look in. While reading
back over the entire passage may be the most foolproof method of
finding that important part of the passage, it definitely is not the most
time economical method of finding that part of the passage.
A better route is to find key words in the question or answer choices
that are likely to stand out in the passage and will enable you to
quickly narrow your search down. These key words will be nouns or
verbs in the question or answer choices. Once youve identified
possible key words, then you should scan through the passage quickly
looking for either those key words to be repeated in the passage, or
their synonyms to appear in the passage. Once you find a particular
part of the passage that either has the exact key word repeated or a
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synonym of the key word, you have probably identified the particular
part of the passage that will contain the support or justification that
you need to correctly answer the question and will allow you to be
confident in your answer choice selection.
One warning that should be made here is that often question writers
may use the exact same word or wording in their answer choices that
are used in the passage, but have done so in such a way as to mislead
you. So, simply because a particular word or phrase appears in an
answer choice and also appears exactly the same in a passage does
not make that answer choice correct. Be sure that you reread the
answer choice and consider the context that it is in, to ensure that you
are not misled by a cheap trick.
In conclusion, always try to connect the question to the right words in
the passage that will allow you to save time in finding the right part of
the passage to look in for the answer and will give you the key to the
correct answer choice.

Making Proper Inferences

Questions that ask you to make an inference from the passage will
require you to use your own personal judgment. Anything directly
stated by the author is not an inference. You will need to understand
the main idea of the passage in order to make a proper inference
about the authors intent and mindset.
The obvious will not be enough to answer an inference question. You
must logically deduce what follows from what the author has stated in
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the passage. You are looking for what can be inferred by the passage,
not what is directly stated in the passage.

Applying Ideas for Generalizations

Generalization questions are similar to inference questions in that you
have to go beyond what is directly stated in the passage by the
author. It helps to put yourself again in the authors shoes. If you
were the author and believed in what you had just written, how would
you feel about another similar situation? What would either
strengthen or weaken your argument. How would you apply the
information you have just expressed to a completely different
situation?

Using Context Clues

Context clues are a valuable aide in helping you understand difficult
phrases or words in the passage. A number of questions will ask you
about the meaning of words as they are used in a given passage.
If you already know the definition of the word, or have some
familiarity with it, a common mistake is to go with your first impulse
and choose the answer that you immediately recognize. However, the
reason the test writers may have chosen that particular vocabulary
word is because it is used in an unusual context. Therefore, return to
the passage and find where the word is used and make sure that you
understand how it is being used in the passage.

Once youve made your choice of a good definition go back again to

the passage and reread that particular section, but mentally replace
the answer choice youve chosen for the word being asked about.
Example:
A passage states: He was notorious for making decisions on the spur
of the moment
Question: Which of the following words, if substituted for the word
notorious would introduce the LEAST change in the meaning of the
sentence?
A. evil
B. disturbed
C. famous
D. despised
E. powerful
If you knew that the most common definition for notorious meant
being known in an unfavorable sense, then you might be tempted to
choose choice A, evil.
But once you review back over the passage, choice C, famous fits in
better into the context of the sentence of passage. Read the sentence
again and substitute your chosen answer choice for the word it
replaces. This gives you:
He was famous for making decisions on the spur of the moment,
which makes sense and is correct.

Breaking Down Passage Organization

In trying to understand the authors perspective, you will sometimes
be asked about how the passage is organized. Many times, the
simplest way to find the answer is to note how the opening sentence in
a passage or paragraph relates to the rest of the passage. How does
the authors main idea get developed and broken down into supporting
ideas and statements?
As you go through the answer choices for these organization problems,
quiz yourself on each answer choice.
Example:
Question: Which of the following best describes the organization of the
authors discussion of this topic?
A. He provides an example Ask yourself, is there an example in
the question? Dont work exclusively from your memory. Make
sure you can go back and actually find the example in the
passage.
B. He makes a comparison Ask yourself, is there a comparison in
the question? Again, go back to the passage and actually find
the comparison being made and verify that it exists.
C. He makes an acknowledgement Ask yourself, where is the
acknowledgement made and to whom?
D. He discusses a theory Ask yourself, which theory is being
discussed?
E. He praises the research Ask yourself, where is the praise
mentioned?
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After each of these initial questions, remember that it is not enough

for them simply to be true, they have to answer the question. Simply
because the author provided an example, doesnt make choice A
correct. The example provided may have been to support a
comparison that he was making and the comparison may be the main
method of organization, which in this case would make answer choice
B correct. So always read all the answer choices and only choose the
one that is the best, not just the first one you read that is factually
correct.

First Word Analysis

When asked for main ideas that best summarize the passage, an easy
strategy is to look at the first words in each answer choice and without
looking at the rest of the answer choice, see if you could make a
decision based on those first words alone.
Example:
Question: Which of the following best explains the authors primary
purpose?
A. dispute
B. describe
C. condemn
D. convince
E. criticize
If you know that the passage is fairly neutral about the subject, then
even if you know nothing else, you can probably eliminate the stronger
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verbs used in answer choices A, C, D and E, leaving you with

describe or answer choice B as being correct.

Understanding the Intimidation

The test writers will generally choose passages that will be completely
foreign to most test takers. You cant expect the passages to be on a
topic with which you have any familiarity. If you do happen to come
across a passage that you are familiar with, consider yourself lucky,
but dont plan on that happening.
The passages will also frequently be drawn from longer passages in
books, articles, journals, etc. Therefore, the passage that you will face
on the test may almost seem out of context and as though it begins in
the middle of a thought process. You wont have a nice title overhead
explaining the general topic being covered but will immediately be
thrown into the middle of a strange format that you dont recognize.
Also, while the topics chosen may have originally been interesting
reading in their original state, after a particular section is pulled and
used for the test passage, it will likely be dry and boring.
Getting hit by strange reading topics that you dont recognize, of which
you may only have a small part of the original selection, and that are
dry and boring can be a bit intimidating if youre not adequately
prepared. Just remember that the passages themselves will contain
all the information necessary to answer the questions and you dont
need any prior knowledge of the topic in order to succeed and do well
on the test.
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Finding your Optimal Pace

Everyone reads at a different rate. It will take practice to determine
what is the optimal rate at which you can read fast and yet absorb and
comprehend the information. This is true for both the flyover that you
should initially conduct and then the subsequent reading you will have
to do as you go through and begin answering the questions. However,
on the flyover, you are looking for only a surface level knowledge and
are not trying to comprehend the minutia of details that will be
contained in the passages.
You can practice with any form of reading material. Read an article at
your normal pace and then after youre finished, ask yourself some
questions about what you just read and see how well you can
comprehend. Experiment with reading articles faster and slower and
always gauge how well you comprehended what you read at the end.
Train your brain to remember the details and absorb the facts.
With practice, you will find the pace that you should maintain on the
test while going back through passages. It should be a comfortable
rate. This is not a speed reading exercise. If you have a good pace,
and dont spend too much time on any question, you should have a
sufficient amount of time to read the different sections of the passages
at a comfortable rate. The two extremes you want to avoid are the
dumbfounded mode, in which you are lip reading every word
individually and mouthing each word as though in a stupor, and the
overwhelmed mode, where you are panicked and are buzzing back and

forth through the passage in a frenzy and not comprehending

anything.
You must find your own pace that is relaxed and focused, allowing you
to have time for every question and give you optimal comprehension.
Note that you are looking for optimal comprehension, not maximum
comprehension. If you spent hours on each word and memorized the
passage, you would have maximum comprehension. That isnt the
goal though, you want to optimize how much you comprehend with
how much time you spend reading. Practice will allow you to
determine that optimal rate.

Dont be a Perfectionist
If youre a perfectionist, this may be one of the hardest strategies, and
yet one of the most important. The test you are taking is timed, and
you cannot afford to spend too much time on any one question.
If you are working on a problem and youve got your answer split
between two possible answer choices, and youre going back through
the passage and reading it over and over again in order to decide
between the two, you can be in one of the most frustrating situations
possible. You feel that if you just spent one more minute on the
problem, that you would be able to figure the right answer out and
decide between the two. Watch out! You can easily get so absorbed
in that problem that you loose track of time, get off track and end up
spending the rest of the test playing catch up because of all the
wasted time, which may leave you rattled and cause you to miss even
more questions that you would have otherwise.
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Therefore, unless you will only be satisfied with a perfect score and
your abilities are in the top .1% strata of test takers, you should not
go into the test with the mindset that youve got to get every question
right. It is far better to accept that you will have to guess on some
questions and possibly get them wrong and still have time for every
question, than to work on every problem until youre absolutely
confident in your answer and then run out of time on the last few
problems.

Factually Correct, but Actually Wrong

A favorite ploy of question writers is to write answer choices that are
factually correct on their own, but fail to answer the question, and so
are actually wrong.
When you are going through the answer choices and one jumps out for
being factually correct, watch out. Before you mark it as your answer
choice, first make sure that you go back to the question and confirm
that the answer choice answers the question being asked.

Different Viewpoints
Some passages will express the authors viewpoint on a topic, along
with the viewpoint of other experts or other individuals. This can lead
to trouble in answering questions though. If asked for the viewpoint of
the author, you might go back to the passage, find where a certain
viewpoint is expressed, answer the question based on what you read
and move on.
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For most passages, that would be fine, but when other viewpoints
besides the authors are expressed, you have to discern who is
expressing their opinion in the passage. Make sure that if multiple
individuals are giving their viewpoint on a topic, that you sort them out
for any questions and associate the right viewpoint with the right
individual.

Writing Sample
You need to know that in evaluating your essay, readers are looking
for your essay to be well organized and properly developed. All of the
main ideas should be clearly outlined and explained. They should be
error free and contain a variety of examples and reasoning to explain
your ideas.

Planning Stage
You should spend a few minutes planning and jotting down a few quick
notes. Consider the position you are taking, determine a few good
reasons for making your choice, some evidence or explanation that
support the choice, some effective details you might include, and what
order you should use to effectively present your points.

Sticking to the Plan

You should spend the bulk of your time writing your essay. Refer back
to your plan, remembering that the topic requires you to make a
choice or take a position, and explain your reasoning in some detail.
You should also consider the criterion specified so that your essay is
convincing to the addressed audience. Make sure that the language
you choose communicates your ideas clearly and appropriately.

Reviewing the Plan

You should spend a few minutes reviewing your writing, adding or

removing as necessary and making any changes needed to enhance
clarity.
You should make clear the answer and angle you will choose for your
essay, offering a few good reasons for your choice and explaining your
reasoning in some detail. As you explain the reasons for your choice,
you should develop explanations for each, including such things as
evidence, examples, or observations.

Brainstorming Smart
Brainstorming is a process of directing your mind toward idea
generation.
Every book on essays will advise you to brainstorm. Its a method
proven to be successful for several reasons. This is the point at which
different writers will begin to disagree about how to brainstorm.
The method of brainstorming that is recommended here is two-tier.
First you have to brainstorm about what you are going to write about.
You want to determine what is going to be the focus of your essay.
Example:
Sample topic: If you could change one thing about yourself, what
would it be? Discuss why.
Example Brainstorming Level 1: What should I write about?
Intelligence, looks, personality, wealth, family, friends, time, fame,
etc.

Your first impulse, and honest reaction, might be to respond with

something such as making yourself more beautiful, more intelligent, or
more popular. But remember that you want to be able to write at
length about this topic. If you choose an answer that while truthful,
may sound shallow to an essay reader, such as to become more
beautiful and better looking, then you probably wont win any points
with the reader.
Dont automatically go with your first impulse. The scorer is not giving
points for essays that are the most honest, but for essays that are the
best written. A well-written essay needs substantial support to explain
the reasoning behind your choice.
A choice such as more intelligence could sound shallow, but with a
little creativity, you can turn this into an excellent essay. Instead of
stating that you want to be more intelligent in order to get better
grades, use deeper reasoning. Explain what you would do with that
added intelligence. Give examples of how your side research into
molecular biology and genetics would be greatly improved with added
intelligence and enable you to have a greater chance at your goal of
contributing to finding a cure for cancer or diabetes.
If you choose more popularity as your topic, you could discuss how
you would use your popularity in order to persuade more people to
support your humanitarian causes and to be a positive role model for
others.
After youve decided which topic you are going to write about, then
you should begin the second wave of brainstorming, which will be

about what you want to discuss about your chosen topic, which
examples you want to use and which observations you hope to
present.
Example Brainstorming Level 2: Youve chosen to write about having
more free time. Now you brainstorm about what you should say to
support that choice.
spend more time with friends and family, work at a local homeless
shelter, write a novel, open a new business, adopt some children,
enjoy your hobbies, etc.
You have to have a proper balance at each level. If you spent too
much time at brainstorming level 1, then you wont have time to
decide on what you want to use as examples in level 2. But if you
spend too little time at brainstorming level 1, then you may not come
up with a really good topic to use for your essay. A good strategy is to
practice using this two level brainstorming process until you get
comfortable with using it and quickly generating lots of ideas.

Making the Cuts

Once youve finished the brainstorming level 2 process, you should
look over the supporting ideas you hope to use and the examples
youve written down from the brainstorming process. Look back over
the ideas and see which ones look the best. Which ones could you
write the most about and would give you the most sound reasoning
and logic to back up your initial decision of what to write about?

Make mental notes about which supporting ideas from brainstorming

level 2 you hope to use, because those will be the ones that will
comprise your successive body paragraphs.
Your goal is to hit the high notes. Pick the best ideas youve
developed and write about those. You only need 3-5 good ideas to
write about and may have a loss of focus if you try to write about
more than a few important supporting topics.

Ending at the Start

Many essay writers will start off by writing their introductory
paragraph, along with the main ideas and supporting ideas that will be
used, and then force fit the essay into the guidelines that they have
predetermined for their essay.
The problem with this is that many of the best ideas will occur to a
writer while writing the essay. Rather than immediately jumping into
writing your introductory paragraph, take the brainstorming ideas that
youve developed and begin writing your essay, by expanding on each
of the supporting ideas that youve chosen and writing your body
paragraphs first.
As you write your body paragraphs, new ideas may occur to you that
you would prefer to use. Rather than having to go back and make
changes to your introductory paragraph, since you havent written it
yet, you can just adopt the new ideas as you write and incorporate
them into your body paragraphs.

When youre finished writing your body paragraphs, which should each
include at least one primary supporting idea, then you can go back and
write your introductory paragraph and make sure that it matches up
with each of your body paragraphs and covers the overall topic you
are discussing.
Additionally, dont make the mistake of writing too much in your
introductory paragraph. The introduction is not where you explain
your reasoning. Save your logic for the body paragraphs, and only use
the introductory paragraph in order to briefly outline what you are
going to discuss. Brevity is better than wordiness in an introduction.

Staying Consistent
A lot of writers write their introductory paragraph, then their body
paragraphs, and then their conclusion at the end. The problem with
this is that often the whole focus of the essay may have morphed as
the writer wrote the essay and the conclusion seems to have a
completely different focus than the introduction and the body
paragraphs seem to lead take the reader through a tortuous path that
changes course with every sentence.
It is vitally important that the introductory and concluding paragraphs
are consistent with each other and that the body paragraphs match
the introduction and conclusion. You want your paper to be consistent
throughout.
Writing your introduction at the end, after youve written your body
paragraphs, and then following it with your conclusion will be a huge
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help in maintaining the consistency, but always look back over your
essay when youre finished and make sure that the essay keeps the
same focus all the way through.

Maintaining the Flow

Part of maintaining consistency in your essay is the proper use of
transition words while youre writing. Use transition words to maintain
the essays flow. Transition words such as first, second, third, finally,
also, additionally, in conclusion, in summary, and furthermore all give
the reader an understanding of how the paragraphs flow together.
Example:
Paragraph 1: Introduction
Paragraph 2: First of all,
Paragraph 3: Secondly,
Paragraph 4: Finally,
Paragraph 5: In summary,

Backing up Your Points

If you make a point or statement in your essay, make sure that you
back it up with clear examples from your personal experience or
observation. Dont let your points remain unsupported, but ensure
that they are provided with some back up substance.
Example: You make the statement, Renovating older downtowns can
be expensive, but is definitely a worthwhile endeavor.

While many readers may agree with this statement, it shouldnt be

made without backup support:
Consider the following as backup for that example statement: My own
hometown created a ten year plan to renovate their downtown area. A
higher sales tax was passed in order to pay for the renovation, which
ultimately cost $1 million dollars. But once it was finished, the sales
tax was removed and the antique shops, which now fill much of the
downtown, attract tourists and collectors from hundreds of miles away.
The downtown is now completely self-supporting and is a constant
source of both pride and new tax revenue to the towns residents.

Using Proper Grammar

Remember that this essay is your chance to write and make yourself
look good and well educated. It is not a test of your knowledge of
grammar rules. You dont have to demonstrate knowledge of every
nuance of grammar. Therefore, if you find yourself wondering whether
a given phrase should have commas around it or not, rewrite the
phrase such that youre confident it doesnt need commas or does
need commas. There is no need to have any punctuation in your
essay that you are only 50% confident of being correct and conforming
to the rules of grammar.
Example: You write, Each of us must choose which path to take in
life, whether to strive for improvement, or to settle in to their
surroundings.

You arent sure whether you need a comma or a colon after the phrase
to take in life in the preceding sentence.
Simply rewrite the sentence until you are confident in how it is
phrased. Change it to something such as:
There are two paths: strive for improvement, or settle into
surroundings.
At this point you know you are using the colon properly, and so you
can feel free to move on in your essay without fear of having made a
grammar mistake.

Watching Your Vocabulary

Many essay writers feel that they have to impress the reader with the
vocabulary that they have at their disposal. While a good vocabulary
can be impressive, and the right word used at the right time can make
an essay appear much more professional, they should only be used
with caution.
Often a big vocabulary word will be used out of context and it will have
the reverse effect. Rather than looking impressive, a vocabulary word
used improperly will detract from the essay. So, if you think of a word
that you dont commonly use, only use it if you are absolutely positive
of its meaning and are sure that you are using it at the right place.
Most of the time, you will be safer by sticking with words you are
familiar with and accustomed to using.

Avoiding Tunnel Vision

Remember that the goal of your essay is to properly cover a topic and
write an essay that is somewhat exhaustive in showing every angle
and perspective. A lot of writers get tunnel vision. One particular
angle occurs to them as the most important and they hammer away at
that angle of the topic throughout the entire essay.
Discussing the same angle of a topic at length is considered essay
depth. Discussing different angles of the same topic is considered
essay breadth. Your goal is to have greater breadth than depth. This
isnt a 20-page thesis written on a specific, obscure topic.

Your topics

will be fairly generic and broad-based and should have lots of different
angles to consider and write about. You want to touch on as many
different angles as you can, while still providing supporting backup for
each statement you make.
Dont get stuck in a rut with tunnel vision. Be sure you are spending
proper amounts of time on each angle you intend to discuss and not
spend the entire essay writing about the same angle.
Example: The topic is whether or not athletics represents too much a
part of todays academic institutions, and you intend to take the side
that athletics is not too much of a part.
Your main angle is that an education is far more than simply
academics and that athletics programs foster a richer, more diverse
education. However, dont get stuck talking about that one angle.
Consider writing about how athletic programs create ties to the
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community that academics does not. Discuss how athletic programs

also encourage donations that benefit academics, as well as athletics.
Always try to consider multiple angles and avoid getting tunnel vision.

Just Do It
Some writers will begin their essay by rephrasing the question and
talking about the different possibilities. Rather than stating what
youre going to do: just do it.
Dont use the introduction as a chance to expose your mental
ramblings. The introduction should be concise and to the point.
Example Bad introduction: In this essay, I am going to discuss the
thing that I consider to be the most important quality in an individual.
It was a difficult decision to make, because there were so many
qualities to choose from. Good looks is only skin deep, but
intelligence, character, and personality run much deeper. I think the
one that is most important is character. Character is the most
important because it defines a person, exposes their true nature, and
provides strength to overcome any obstacle.
Example Good introduction: While every characteristic in an
individual is important, one stands alone: character. Character defines
individuals, and exposes their true nature. When obstacles arise,
character provides the strength to overcome them.

Notice how this second example is clear, concise, and does not ramble
on about the decision or ideas that are occurring to the writer.

Conclusion is Review
A conclusion is just that: a conclusion. It wraps everything that youve
written thus far up into a neat summary paragraph. This is not the
time to begin introducing new arguments and new reasoning. You
want to make sure that you are quickly and concisely reviewing what
youve written and have a solid ending in which you come across as
having proved your point, and made your case effectively.
So, when youre ready to begin your conclusion, make sure that
youve flushed out all the new angles you want to cover. Then go back
over what youre written and tie it all together at the end, hitting
briefly on all the angles that youve discussed.
Additionally, a conclusion is not an apology. You should never
apologize for not knowing more or writing more. End your essay with
purpose and definitively summarize what you have stated.

Communicating Reason, not Passion

The readers that read and score your essay are not looking for
passionate essays that are full of hot air and lacking in reason. They
are interested in well thought out essays that communicate reasonable
arguments and logic, backed up by sound examples and observations.
If the topic you choose is one that you are passionate about, make

sure that you present more than just heated emotion, but also cool
logic.
Example: The topic is about school uniforms, and you are passionately
opposed.
Rather than writing, School uniforms is a stupid idea, and will never
work, try writing, School uniforms have been an admitted failure by
their original sponsors in all three implementation efforts during the
last decade.
The first statement may be full of passion, but clearly lacks reason,
while the second statement contains solid facts as examples.

Answering the Why?

While its important that you communicate reason, misguided reason is
ineffective. Always make sure that the examples you are providing
and the reasoning you are using is being directed at answering the
topic question.
Flawless logic that doesnt answer the question and doesnt contribute
to the point youre trying to make is completely useless. As you think
of main ideas and supporting ideas to use, take a few seconds and
confirm that they will adequately answer the topic and veer off down a
tangent that is not directly related.
Example: The topic is about what was the most important thing you
have ever learned in school and asks you to discuss why.
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Your answer is a quest for knowledge. Your supporting ideas include

having been forced to work on large projects and do exhaustive
research into topics that you normally wouldnt read about, which
expanded your mind.
A tangent that you would not want to pursue might be to provide
statistics on how many hours you worked on a research paper in
elementary school. While factual, those facts do not help answer why
a quest for knowledge is the most important thing you have ever
learned in school.
Make sure that the facts and reasons you are stating directly help you
in your goal of answering the topic question.

Getting Ready For Test Day

Youre all set to take your SSAT! Now here are a few things to
remember for test day:
Get there early. Know exactly where the test will be held and how you
will get yourself there. Pay attention to traffic reports so that you can
compensate for any unexpected issues on the road. Leaving early will
mean that youll be more relaxed; red traffic lights wont raise your
stress level, and you wont be pulled over by the first officer who has
to fill his speeding ticket quota. And most importantly, youll have
time to use the rest room.
If youve got butterflies in your stomach, feed them! Youve already
done all the practice tests you can do, and youve had a good nights
sleep. Now its time to get a good, healthy breakfast - though it is
wise not to overeat. Your body and mind will need the energy; plus
its distracting to listen to your stomach growl.
Give yourself a massage! Rub your head, neck and shoulders. Place
your hand over your heart while taking a very slow, deep breath.
Stay on track. Remember, you dont want to rush, you only want to
perform in a timely manner. Although there are time restrictions, if
you misread direction, accidentally fill in the wrong answer-choice, or
think illogically due to rushing, it wont be worth all the time you save.
Remember, haste makes waste! Also, keep in mind that incorrect
answers dont count against you, so you can always guess at any
answers that you are unsure of. Remember, an educated guess is
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better than no guess at all! Moving through a test methodically and

efficiently will likely mean that youll have more time at the end than if
you were to rush and stumble, or dawdle over questions that youre
struggling with.
Most importantly (at least to your sanity), remember that once its
over, its over. Clear your mind of it, because you did your best. Go
treat yourself to a hot chocolate or an ice cream cone, catch a movie
with some friends and relax!

Post SSAT
After the SSAT, when youve had the time to rest and relax from the
stress you put your brain through, take the time to critically evaluate
your test performance. This will help you gain valuable insight into
how you performed, what sort of score you should be expecting (and
therefore what schools will be within your scope for application) and
the sort of mindset youll be expected to utilize when youre actually in
school.
Remember, this is neither an opportunity to over-inflate your ego, nor
to put yourself down. The main idea is to make your self-evaluation
objective and critical, so that you will achieve an accurate view of how
things will pan out.
This doesnt mean that you should begin a session of if only Id or
I shouldnt have This will only depress you. The point of this
exercise is to keep you grounded, open minded and optimistic.
Soon enough, youll receive your score, and the applications will start
rolling out. Make it an organized procedure, keeping as prepared and
informed as you were with your SSAT, and this will only lead to a
bright, successful career in your future!

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