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Standardized Tests

Methods for increasing standardized SAT test scores

When looking at the SAT Reasoning test, a student must identify that there are only three subjects to prepare for: Math, Critical Reading, and Writing. Although a student may have taken the test before and will already know what subject he wants to improve in, there are some general rules.

Math is, by far, the easiest section to prepare for, because the SAT Reasoning test does not test one's ability to do the most advanced math. Rather, the math section of the SAT test determines whether or not a student knows how and when to use basic formulas, rules or theories. To prepare for the math section, a student can simply find a few math problems (by asking a teacher, perhaps) and then learn why the methods of solving the problem work. If there are shortcuts, the student should be acquainted with them (because although there are a few ways to solve each problem, one is usually quicker than the others.)

The writing section is the next easiest to prepare for, but in this case, a student must immerse himself in proper English. If he hears proper English being spoken or reads proper English in literature, then he will be able to recognize the grammatical mistakes in the SAT Writing section. Furthermore, the student should read famous speeches or essays and then write frequently for the essay section on the test-eventually, the student may find that he is borrowing a style from a famous orator or writer.

However, with reading, the only advice is to read carefully and slowly. Reading is very much a skill that is developed at a young age, and after a critical period, it is difficult to improve. However, comprehension can be sharpened by learning more vocabulary words and learning the writing convention of the time periods (students, when reading, should ask themselves: is this from the Victorian era? is the author foreign?) If a student knows or can find out the author, then he may also know what the author has already written and what his themes are.

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