Writing the essays

1. Writing the essays Strategies for both exams

2. Comparison: Content SAT ACT Last section Optional 40 min Persuasive prompt Essay task requires you to evaluate 3 opinions on a topic, then construct your own opinion All grammar and style rules apply First person is fine • Last section • Optional • 50 min • Rhetorical analysis prompt • Essay task requires you to read and analyze a non-fiction passage (think AP Lang/Comp) • All grammar and style rules apply • First person should be used sparingly

3. Comparison: Scoring SAT ACT 2 readers using a rubric and anchors 4subscores of 1-6 in Ideas & Analysis, Development & Support, Organization, & Language Use are averaged. Score of 2-12 reported separately (+ELA score – see next slide) • 2 readers using a rubric and anchors • 3 subscoresof 1-4 in Reading, Analysis, and Writing are added together • Score of 3-24 reported separately

4. NOTE: The ELA subscore appears on the ACT ONLY { {

5. Time management

6. Decode the prompt: SAT • As you read the passage below, consider how Jimmy Carter uses • • evidence, such as facts or examples, to support claims. • • reasoning to develop ideas and to connect claims and evidence. • • stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed. Write an essay in which you explain how Jimmy Carter builds an argument to persuade his audience that the Arctic National Wildlife Refuge should not be developed for industry. In your essay, analyze how Carter uses one or more of the features listed in the box above (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with Carter’s claims, but rather explain how Carter builds an argument to persuade his audience.

7. Decode the prompt: ACT

8. Manage the clock! • Before the test: • Practice, practice, practice • During the test: • Don’t skip the planning step • Fill the space you’re given: • More paragraphs = good • More detailed paragraphs = better • There’s always more to say • Connect all the dots • Remember your “slow” friend • Speed is essential, but don’t sacrifice legibility • Reserve time for proofreading • Correcting an error = not making an error in the first place

9. Producing • Use your “prompt and plan” time: • Make sure that you understand the task • Make sure that you have a solid outline • Figure out how to connect your paragraphs logically • Stick to the plan: Sudden flashes of inspiration sometimes don’t fit what you’ve already written • Intro: • 1-2 sentences of opening comments is standard before the thesis • Your thesis should be: • At the end of the intro • As specific as possible

10. Producing • Body paragraphs: • Use topic sentences to: • Declare which area of support you’re tacklingin this paragraph • Transition from one idea to another • Transitions between ideas within the paragraphs are important too • Be concrete, be specific, be thorough • More examples, more details, but don’t simply multiply words (concision counts) • Concluding sentences can also transition to the next paragraph • Vary your word choice and sentence structures • Conclusion: • Remember that your reader is only spending 1-2 minutes reading your essay before scoring • Your conclusion will be the last impression of your essay • If you’re stuck, restate you thesis, then follow up on an idea from you opening comments

11. Proofreading • Do not skip this step! • What to look for: • Run-ons • Sentence fragments • Missing words • Misspellings • Punctuation issues • Any other issues you know are problematic for you

12. In the 1970s, market researchers discovered that the most young children were unable to tell the difference between the television shows they watched and advertisements for products. Because of this discovery, it was an attempt in 1978 to put legal restrictions on television advertisements aimed at too young children, but advertisers objected. The industry of marketing to children has being growing steadily since then. Between 1978 and 1998, the amount of money directly spent by children age four to twelve increased from less than three billion dollars a year to almost twenty-five billion dollars, and is not end in sight. Researchers believe that children in that age group also convince their families to spend another two hundred billion dollars a year—such as when a young boy, for example, convinces her mother to purchase a more expensive computer than she might otherwise have bought. Marketers are easy to decide to target this young market—there is their job to aim at consumers who can be convinced and who will spend most money. However, few other groups have also helped marketers figure out the best way to target a too young audience. Many child psychologists are now been asked to join market-research firms to provide information about how to reach children more effectively. Some members of the American Psychological Association lobbied their organization in 2002 to discipline APA members who have helped advertisers target children, but the APA has no taken action yet. The most psychologists feel that the marketers and their advisers have being allowed very much freedom to appeal to children who cannot make informed decisions about products, but the situation does no seem likely to change.

13. In the 1970s, market researchers discovered that the most young children were unable to tell the difference between the television shows they watched and advertisements for products. Because of this discovery, it was an attempt in 1978 to put legal restrictions on television advertisements aimed at too young children, but advertisers objected. The industry of marketing to children has being growing steadily since then. Between 1978 and 1998, the amount of money directly spent by children age four to twelve increased from less than three billion dollars a year to almost twenty-five billion dollars, and is not end in sight. Researchers believe that children in that age group also convince their families to spend another two hundred billion dollars a year—such as when a young boy, for example, convinces her mother to purchase a more expensive computer than she might otherwise have bought. Marketers are easy to decide to target this young market—there is their job to aim at consumers who can be convinced and who will spend most money. However, few other groups have also helped marketers figure out the best way to target a too young audience. Many child psychologists are now been asked to join market-research firms to provide information about how to reach children more effectively. Some members of the American Psychological Association lobbied their organization in 2002 to discipline APA members who have helped advertisers target children, but the APA has no taken action yet. The most psychologists feel that the marketers and their advisers have being allowed very much freedom to appeal to children who cannot make informed decisions about products, but the situation does no seem likely to change.

14. If you are not getting the score you want: SAT ACT Ideas and Analysis: Make sure you comment on all of the perspectives AND declare you own position Provide specific, concrete analysis of each perspective Development and Support: Stuck for ideas? Try addressing a counterclaim (“some might say this is wrong because____, but that incorrect because____”) Organization: Make sure you have all of the parts of a good essay (see previous slides) Language Use: Build your vocab PROOFREAD! • Reading: • Use the “Hands-on” technique from the reading section • Analysis: • Make sure you focus on HOW the author makes their point, not WHAT the point is or WHY you agree/disagree • Use more textual support • Writing: • Make sure you have all of the parts of a good essay (see previous slides) • Build your vocab • PROOFREAD!