Jason Goetz Owner and Operator of Goetz Educational Services (www.goetzeducation.org), and Author of Essays on the Classics!, The Decline of the Epic?, and The Bubble Boys Students: How Will You Conquer the New SAT? The recent changes to the Scholastic Aptitude Test (SAT), given by The College Board several times per year to high school students who wish to attend four-year universities, carry heavy implications for the students who intend to take it. These changes are scheduled to take effect in 2016, when the current crop of high school freshmen are juniors. The test is not their older siblings’ SAT, and is even farther removed from their parents’ SAT. Students and their parents should look at these changes carefully so that they know what test they are taking and are able to prepare themselves adequately. The changes include the following: 1) The writing portion of the test is to become optional; 2) When students choose to take it, the essay they write will be one analyzing a written passage, rather than (as at present) one in which students respond to a prompt using their own experiences; 3) The reading portions will require students include ‘evidence-based’ multiple choice questions; 4) The passages students will be looking at in presumably both the reading and writing portions of the exam will be texts of special relevance to American history or science, rather than the haphazard passage selection of the present exam; 5) The vocabulary portion of the reading section will use common ones rather than ‘obscure’ ones; 6) The math section will be restricted in scope, covering algebra, data analysis, and ‘passport to advanced math’; 7) Points will no longer be subtracted for incorrect multiple-choice answers; 8) The scoring will revert to a ceiling of 1600, rather than 2400; 9) The exam will be offered in both print and digital formats. I will start with the last point, and then go back to the beginning. The availability of a digital format for the SAT is a huge step forward and an opportunity for students to take strong advantage of. When I took the SAT in 2005, the first year of the version currently in place, my writing score was determined to a much larger degree by my poor handwriting (which can be very difficult to read, especially if I am forced to wake up very early in the morning) than by my actual writing ability. During my junior year of high school I was able to write a paper on the aesthetic theory presented in James Joyce’s A Portrait of the Artist as a Young Man that my high school teacher claimed would keep a squad of graduate school professors arguing. Yet my SAT Writing score came out as a 630 both times I took the exam, so that I looked like a very average writer. This was a reflection of both the mechanics portion, which I will discuss a few paragraphs from now, and the written essay portion, on both of which my scores were average. I was then, and am now (as can be seen from reviews of my books on Amazon), among the most gifted writers in the nation, yet the SAT as it was then constructed was unable to recognize that. The SAT looked at my writing ability in much the same light as Shakespeare critics often look at his: they claim that because his handwriting is poor he must not have been capable of writing his own plays. This fooled plenty of college admissions offices, and even several high AP Exam scores (which were taken in the afternoon or late morning) could not overcome the short-sightedness of the planners of the SAT. By the time I took the GRE, in 2012 and in digital format, a pair of essays that I felt were less than perfect got me in the 97th percentile. Thus the digital format alone proved highly beneficial to me, as it will to hundreds if not thousands of students whose handwriting leaves something to be desired. Allowing students the choice of whether to take the writing portion is likewise highly beneficial. On one hand it allows students the opportunity to take the initiative. Students who choose to take the section should be given extra consideration by college admissions office not only because they are challenging themselves to do extra—in and of itself a skill that admissions offices often proclaim they are looking for in candidates—but also because compared to those who choose not to take it they will be forced to spend the extra hour or so on the exam itself. This means a greater challenge to their stamina, both intellectual and physical, and reflects deeper ability. One can only see whether this has the effect I am suggesting, though, after a year or two of students taking the test and applying for college admission. Moreover the change in structure of the written essay should be cheered, though it presents significant challenges for students, especially in my home state of California. The ‘personal feelings’ approach to essays is problematic because the writer never knows who will be reading his paper, and thus who will be judging its contents. Some readers may not share the same values as the writers of the paper, and though they are instructed in how to be impartial they are never likely to get to the point where they are in fact unbiased. No matter how many times a reader is told to judge an essay on its mechanics, strength of its thesis, and organization, he is unlikely to make his decision entirely on those criteria. And while this is equally true of essays written to analyze a passage, but whereas a subjective essay will bear subjective criticism, an objective essay will tend to be judged more objectively. One either addresses a written passage effectively, or he doesn’t, and it is much easier to differentiate between the two cases and the degree towards which an essay approaches the one or
This is a guest post from Yael Redelman-Sidi, who has helped hundreds of students get into their dream schools and programs. She is an expert in essay editing and coaching high school students on their college personal statements. Visit her website at admit2college.net. You’ve heard it before, and it’s true – the personal statement has a significant impact on your admissions chances at top programs nationwide. With an increased number of applications per student, as well as a higher number of applications from international students, getting into your dream college seems to get more difficult every year. In 2014, Stanford admitted only 5% of its applicant pool; even the admissions director mentioned how difficult it is to differentiate between these who get in and those who don’t. Here are 5 easy tips that will help you get started on your personal statement: 1. Don’t wait for inspiration Maybe you’re hoping that one day you’ll just wake up and have an amazing idea of what to write, or that you’ll meet someone who will give you the best advice ever on a topic. Forget about it. This doesn’t happen to 99% of applicants, so you shouldn’t count on it. Start by creating a note on your phone, a piece of paper or your computer, with some ideas. Don’t criticize them yet – just collect them—anything from talking about that basketball game your team lost (or won), to your love of tacos, to what it means to have very small feet (or red hair). Collect ideas. 2. Ask your friends and family for ideas Ask your friends who have already written (or at least started contemplating) their essays what they are going to talk about – hobbies, school, family? Not everyone will feel comfortable sharing their stories, either because they are shy or because they don’t want someone else to use their idea, but by hearing others’ stories you will be inspired and feel comfortable with more concepts, formats and approaches. 3. Find out more about colleges and universities By doing your research on your target schools, you are likely to come across topics you are excited about – whether it’s a semester abroad, living in Boston, or moving out of the suburb you’ve lived in for the last 18 years. 4. Read something good (or at least some sample essays) There are numerous books out there for students, if you are really not sure about what to do or what makes a strong essay, get one of them from the library, or just sit at a local bookstore and read them for a few hours. These books can be a little overwhelming, especially if you feel that these applicants would have gotten in anyhow (they had already saved the rain forest at 16 and cured cancer by 17), but try not to let them stress you out. Instead, when you read these essays, think (and take notes) about what you liked and disliked about them, so you can refer to these guidelines when you write your own version. 5. Don’t be shy about seeking help Sometimes it’s easier to speak with someone than to sit down and write a full-length essay. Find a friend, family member or a professional admissions counselor who can brainstorm with you and help you identify potential topics. Talking to yourself is great, but having an outsider give you feedback on what’s interesting (or not), what’s unique (or just standard) is paramount. Acknowledging the fact that you would benefit from guidance is a first step in taking ownership of your education. Talk to your friends and family and see who helped them with writing and editing their college applications There are so many factors that are out of your control when you apply to college, but the personal statement is NOT – this is the place where you have 100% control of the outcome, from the content to the format to when you are ready to submit it. Enjoy it as much as you can – after all, it’s about you, your dreams, and what matters most to you.
