The Document-Based Question (DBQ) is an integral part of the Advanced Placement (AP) United States History exam. Typically, the DBQ section contributes 25% of the total exam score. This section tests students’ ability to analyze and synthesize historical data and to form a persuasive argument based on a series of documents. It’s worth noting that the DBQ section’s weight in the overall score emphasizes its importance in mastering the course content and historical analysis skills.

The APUSH DBQ is scored according to a seven-point rubric established by the College Board, the organization that administers the AP exams. The scoring rubric is made up of four main components: thesis/claim (1 point), contextualization (1 point), evidence (2-3 points), and analysis and reasoning (2-3 points).

This means that for a student to score the full seven points, they must successfully establish a clear thesis or claim, provide a relevant contextualization of their argument, use sufficient and relevant evidence from the provided documents, and demonstrate a high level of analysis and reasoning. Remember, the DBQ is not just about regurgitating facts, but about synthesizing information from various sources to form a coherent, persuasive argument grounded in historical fact.

Thesis Statement

The thesis or claim component of the DBQ is the cornerstone of your response and the starting point of your argument. It’s responsible for framing your essay and setting the stage for everything that follows. The thesis must answer the question directly and completely, providing your unique interpretation or argument on the topic. It’s important to note that a successful thesis should not be a mere restatement of the question, but a clearly articulated stance that you will support with evidence from the documents. Moreover, it needs to be precise and concise, since it’s typically just one or two sentences long. Always remember to craft your thesis with care, as it sets the tone for your entire DBQ response and can significantly impact your score. The thesis must reflect the main idea of your argument!

Contextualization

Contextualization in a DBQ response refers to the ability to place your argument within a broader historical context. This entails providing background information about the time period, geographical location, cultural environment, or societal conditions that are relevant to the question. The purpose of contextualization is to give your argument depth and relevance, showing how your thesis is connected to larger historical trends or events. While it’s not necessary to provide a comprehensive history lesson, your contextualization should be substantive enough to show the reader that you understand the complex factors at play. This could include referencing significant events, influential figures, prevailing ideologies, or anything else that helps to situate your argument in its proper historical context. A successful contextualization not only enhances your argument but also demonstrates your understanding of the complexities of history. It’s an opportunity to show that you don’t simply know facts, but can interpret them in a meaningful way.

Evidence and Reasoning

The next key components of a successful APUSH DBQ response are evidence and reasoning. Providing evidence is about utilizing the documents provided to support your thesis statement. It’s not enough to simply reference or quote the documents; you must demonstrate how they substantiate your argument. This process involves analyzing the source of the document, its content, and its historical context, then connecting these elements to your thesis.

Meanwhile, reasoning is about explaining the significance of the evidence and how it proves your thesis. This involves drawing connections between your evidence and your argument, and interpreting the evidence in a way that supports your thesis. Remember to fully explain your thoughts, as mere statements of fact without explanation won’t earn you full points.

For instance, if your thesis argues that economic factors were the primary cause of a particular historical event, your evidence could include specific economic data or quotes from primary sources that highlight economic concerns. Your reasoning would then explain how this evidence demonstrates the importance of economic factors in shaping the event.

In both your use of evidence and reasoning, clarity and precision are crucial. Your goal is to build a compelling, factually-supported argument that demonstrates your thorough understanding of the historical complexities.

Analysis

The final component of a strong APUSH DBQ response is the analysis. This involves interpreting the evidence in relation to the historical context and demonstrating an understanding of the complexity of the historical evidence. You should strive to show the relationships between different types of evidence and how they interplay with the historical context.

For example, when analyzing economic data or quotations, consider what they reveal about the social or political circumstances of the time. Were there specific policies that influenced economic conditions? How did these economic factors influence society or politics, and vice versa?

This part of the essay should not merely repeat information but should build on the evidence and reasoning you have already provided. Your analysis should delve deeper into the implications of your evidence, exploring nuances, contradictions, and different perspectives.

A well-conducted analysis will also address any potential counterarguments or alternate interpretations of the evidence, demonstrating your ability to critically engage with historical material. Remember, the ultimate goal is to create a detailed, nuanced picture of the historical event or period in question, showing that you don’t just know the facts, you can interpret them in a meaningful way.

Conclusion

The conclusion of your DBQ essay should serve as the final brushstroke of your historical analysis, tying all of your arguments and evidence together. It’s important to restate your thesis here, but not verbatim – instead, echo your original argument in light of all the evidence you’ve presented. Summarize your main points briefly to remind the reader of the ground you’ve covered.

Beyond restating your argument and summarizing your points, an effective conclusion will also consider the larger implications of your analysis. What lessons can be drawn from the historical event or period you’ve analyzed? How does it relate to broader historical themes or developments? A thought-provoking conclusion might also pose further questions that have arisen from your analysis, hinting at potential areas for future research or investigation.

In sum, a strong conclusion to a DBQ should encapsulate your argument, synthesize your evidence, and offer insights into broader historical significance. This provides closure to your response, leaving your reader with a clear, lasting impression of your understanding and interpretive skills.

Document Use and Grouping Strategy

For a comprehensive and effective DBQ essay, it is recommended to use all the documents provided in the prompt. This shows a thorough understanding and utilization of the resources at hand. However, quality always takes precedence over quantity. Hence, ensure that each document you use contributes significantly to your argument.

When grouping the documents, aim to create 2-3 categories that will serve as the basis for your body paragraphs. Each group should represent a distinct perspective or theme related to the prompt. For instance, if the prompt deals with societal changes during the industrial revolution, you could group the documents into categories like “Economic Impact,” “Social Changes,” and “Political Reactions”. This strategic grouping not only helps to structure your essay logically, but it also enables you to showcase a multifaceted understanding of the historical event or period.

The APUSH DBQ rubric is designed to evaluate your ability to formulate a quality argument and support it with historical evidence. Here are the major components:

1. Thesis and Argument Development: This assesses how well you’ve established a thesis, developed an argument, and connected it to the larger historical context.
2. Document Analysis: This section evaluates how effectively you’ve understood and interpreted the provided documents to support your argument.
3. Use of Additional Evidence: This component focuses on your ability to incorporate additional relevant historical evidence beyond the provided documents.
4. Synthesis: This measures how well you’ve connected your argument to other historical periods, events, or processes.
5. Contextualization: This checks your ability to relate your argument to broader regional, national, or global processes happening at the same time.
6. Complex Understanding: This assesses your ability to demonstrate a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question.

How Long is the ACT

The ACT test is structured into four primary sections, each with a specific time limit and a set number of questions. So how long is the ACT? The English section consists of 75 questions to be answered within 45 minutes, focusing on standard English and rhetorical skills. This is followed by the Mathematics section, which includes 60 questions to be completed in 60 minutes, covering pre-algebra, elementary algebra, intermediate algebra, coordinate geometry, plane geometry, and trigonometry. The Reading section requires students to answer 40 questions in 35 minutes, testing reading comprehension. The Science section, designed to evaluate interpretation, analysis, evaluation, reasoning, and problem-solving skills, features 40 questions to be completed in 35 minutes. If students choose to take the optional Writing test, they are given 40 additional minutes to plan and write an essay. In total, without the Writing section, the ACT test takes 2 hours and 55 minutes, but with the Writing test how long is the ACT is 3 hours and 35 minutes.

Time per Question on the ACT Exam

How long is the ACT is relevant but more relevant is how much time you should take on each question.

English section of the ACT: 75 questions in 45 minutes comes to 36 seconds per question.

Math Section of the ACT 60 questions in 60 minutes comes to 1 minute per question.

Reading Section of the ACT 40 questions in 35 minutes comes to 52.5 seconds per question.

The Science portion is also 35 minutes for 40 questions and thus 52.5 seconds per question.

On the actual test, you have to consider the difficulty of each question. So the above numbers are just rough guidelines or averages. (The writing portion is not multiple choice so I have excluded the ACT writing section from our discussion.)

Score of the ACT exam

The ACT test score ranges from 1 to 36, with each of the four sections (English, Mathematics, Reading, and Science) being scored separately in this range and the final composite score being the average of these four. An additional score for the Writing section, if taken, is given separately. For each test taker, ACT also provides a detailed report showing the number of correct answers in each category, helping students identify their strengths and areas for improvement.

As for the waiting period, students typically receive their multiple-choice scores approximately ten days after the test. If they opted for the Writing test, scores for that section might take up to two weeks longer. It’s important to note that these timelines can vary due to various factors such as the mode of test administration (online or paper), holidays, or unexpected circumstances.

ACT Test Dates for 2024

The ACT is typically administered seven times per year, in February, April, June, July, September, October, and December. The specific dates for the ACT tests in 2024 are yet to be officially released. Students are advised to check the ACT’s official website to know the exact ACT test date. Registration deadlines are typically about a month before the test date, and late registration usually closes around two weeks prior to the test date.

Test Day

On the test day for the ACT exam, you must bring the following items to the test center:

• Admission Ticket: Print your admission ticket from the ACT website; this serves as your entry pass to the testing center.
• Photo ID: A valid photo ID such as a driver’s license or passport is required for identity verification.
• No. 2 Pencils: Bring at least two No. 2 pencils with erasers for the exam. Mechanical pencils or pens are not allowed.
• ACT Approved Calculator: For the Mathematics section, you are allowed to use a calculator. However, it must meet the ACT calculator policy.
• Extra Batteries for Calculator: If you’re bringing a calculator, bring extra batteries just to be safe!
• Snacks and Water: The test is long, so you should bring snacks and water for the break.
• Watch (Without an audible alarm): Time management is crucial in the ACT, so having a watch can be handy. Remember, it must not have an audible alarm or internet access.
• Layers of Clothing: Room temperature in each testing room can vary, so it’s smart to dress in layers.

Make sure you get to the testing center early.

Practice Tests

Doing practice tests is crucial.

• Given how long is the ACT you should have good stamina to sit through the test. So doing practice tests will improve your stamina.
• Practice tests will get you used to the testing process
• Practice exams will give you exposure to the questions and test structure.

Key facts about the ACT reading passages

• The ACT reading section consists of 40 questions
• You have 35 minutes for passage
• Average slightly under 9 minutes do a reading passage and its questions
• 4 Passage Types: Literary Narrative Passage, Social Studies Passage, Humanities Passage, Natural Science Passage
• The reading score goes from 0 to 36.
• There is no additional penalty for wrong answers

Below are Act reading tips in bullet point format for you to follow.

Act Reading Strategies: Main idea

• Read the entire passage looking for the main idea.
• Think of the main idea as what the author is trying to convince you of
• If the author is trying to convince you that climate change is causing the price of coffee to go up then that will be the main idea
• For the literary narrative passage, the author is not trying to “convince” you of a certain proposition. Instead, find the main theme of the literary narrative passage.

Act Reading Strategies: Key Facts

• For any information you get, keep in mind the big facts
• Do not try to understand every minor detail in a passage
• Trying to understand every little detail will slow you down. Instead, every few lines, note only the key facts

Act Reading Strategies: Break the passage Down

• As you read the text restate it in your own words i.e. read actively
• Stating the text in your own words will allow you to digest the passage more and understand what is being discussed

Act Reading Strategies: POE

• When in doubt, work backwards eliminating incorrect answer choices. Choose the correct answer from what remains
• Choose the “least worst”: the correct answer does not always scream at you.

Classic Wrong Answer Choices for the ACT Reading Passages

1. Irrelevant Choices: These options may contain information that, while factual, does not directly answer the question asked.
2. Extreme Choices: These answers take a concept from the passage and exaggerate it beyond what the text supports.
3. Opposite Answers: These options present information that is directly contradicted by the text.
4. Half-Right Choices: These answers may contain part of the correct response but also include incorrect or misleading information.
5. Trap Choices: These options may include wording similar to the passage or familiar concepts to mislead you. Always ensure the choice directly answers the question based on the passage content.

These are the most common form of wrong answers in the ACT reading section.

Finally, stay cool and confident as you eliminate wrong answers!

Navigating through the Fiction Section

The Fiction or Literary Narration section of the ACT Reading test often presents a unique challenge. This section typically includes one or two stories that can range from classic to contemporary literature. The questions that follow usually require an in-depth understanding of the plot, characters, and themes presented in the story.

The primary challenge lies in the analysis of abstract concepts and inferred meanings, which are common elements in narrative pieces. It is not enough to just understand the literal events in the story; you also need to interpret the underlying themes, character motivations, and implications of events to answer the questions accurately.

Developing a familiarity with narrative structures and literary conventions can be useful when tackling this section. Reading a variety of short stories and novels can help enhance this skill. During the test, it might be helpful to take brief notes on the main characters, plot developments, and any notable themes or symbols. This strategy can assist in answering questions efficiently and accurately.

Understanding the Social Studies Section

The Social Studies section of the ACT Reading test presents its own set of challenges and opportunities. This portion of the test typically includes excerpts from texts focusing on topics such as history, geography, economics, sociology, and political science. These passages may present facts, theories, or arguments related to these fields.

The questions in this section often require students to analyze the author’s claims, understand the main ideas, and interpret data from charts or graphs. Students may need to understand the author’s perspective, the structure of the argument, or the implications of the presented data. It’s not just about recalling information; it’s also about being able to understand and interpret the data in the context of the passage.

To excel in this section, it is beneficial to have a basic understanding of social studies terminology and concepts. Regular reading of news articles, historical texts, and academic papers can also provide good practice in analyzing and interpreting these kinds of texts. During the test, note the key points and arguments made in the passage, and be ready to use those notes to answer the questions effectively.

Mastering the Humanities Section

The Humanities section of the ACT Reading test represents another facet of this comprehensive exam. This segment typically includes passages from personal essays, art criticism, literature (including drama and poetry), philosophy, and cultural commentary. The focus here is on understanding and interpreting the human experience through various artistic and philosophical lenses.

The questions in this section may require students to understand the main ideas, recognize stylistic elements, comprehend the author’s tone or perspective, and interpret figurative language. Students may also need to delineate the relationships between different elements within a passage, like characters or ideas.

To succeed in this section, it’s helpful to have a solid grasp of literary and artistic terminology. Regular exposure to various forms of art and literature, including plays, essays, and philosophical texts, can foster familiarity with the kind of content featured in this section. During the test, making note of the central theme, tone, and style of the passage can be beneficial when addressing the questions.

Conquering the Science Section

The Science section of the ACT Reading test is a unique blend of reading comprehension and scientific reasoning. It typically contains passages that include scientific information in formats such as summaries of experiments, conflicting viewpoints on scientific issues, or descriptions of scientific phenomena.

The questions in this section will often require students to interpret data presented in the form of graphs, diagrams, or tables, understand experimental design, and evaluate scientific hypotheses and conclusions. They may also need to reconcile differing scientific viewpoints based on the provided information.

To excel in this section, having a foundational understanding of the scientific method and basic principles across various scientific fields such as biology, chemistry, physics, and earth/space sciences is beneficial. Regular reading of scientific texts, journal articles, or research summaries can help students familiarize themselves with the kind of content and data interpretation required in this section. During the test, taking note of the main scientific concepts, data points, and any conflicting viewpoints can optimize the answering process.

Now you know the right strategies to get the correct answer consistently on the ACT reading. You can implement these strategies and significantly boost your ACT reading score. Do these strategies over and over again on practice tests. Remember practice is key!

What is Gimkit

What is Gimkit?

Gimkit is an innovative, game-based learning platform designed especially to keep students engaged and help students learn. Teachers can utilize Gimkit to create quizzes and games that while keeping students engaged, encourage students to interact with learning materials in a fun and competitive environment. The platform features leaderboards, power-ups, and other game-like elements that stimulate interest and motivation among students. Gimkit’s interactivity allows for learning in remote classrooms as well.

I recommend Gimkit because its easy to use system makes it can be an excellent classroom tool. I know many a high school student who uses Gimkit for history, geography, and English classes.

To use Gimkit, follow the steps outlined below:

1. Visit the Gimkit website and sign up for a free account.
2. Once registered, you can start creating your own digital quiz game or even multiple quizzes by clicking on the ‘Create’ button. You can either build your own quiz games from scratch or import an existing quiz from Quizlet.
3. Customize your quiz by adding questions, setting time limits, and choosing scoring rules.
4. After setting up your game, you can then share it with your students and set up class wide games. They can join a game by entering a game code on the Gimkit homepage.
5. As students play the game, you can track their performance on the leaderboard in real time. Gimkit provides analytics on each student’s performance, allowing you to identify areas of strength and weakness.

6 Conveniences of Gimkit

1. Students submit questions thus designing future questions for the class
2. Multiple choice answer options can help prepare students for future exams
3. Students can play from their own devices including their own smartphones remotely.
4. Students work alone or in groups.
5. Gimkit’s virtual currency rewards system helps keep students motivated.
6. You can constantly monitor both student pace and student progress.

Remember that Gimkit’s features may vary with different plans. The free version offers a basic set of features, while the paid versions offer more advanced tools and capabilities.

Why Gimkit?

There are many reasons to use Gimkit.

1. Gimkit creates a healthy competitive environment and provides memorable learning experiences. A game-based approach not only motivates students but also helps them retain information more effectively.
2. Gimkit offers valuable analytics, enabling teachers to monitor individual student performance and identify areas where assistance may be needed. This personalized approach to learning supports student success by addressing individual needs and learning styles.
3. Gimkit is versatile, supporting a range of learning environments – from traditional classrooms to remote settings.

Gimkit’s game modes

Gimkit offers a variety of game modes to keep the learning process fun and engaging. Each game mode offers its own benefits.

• The ‘Classic’ mode allows students to answer questions at their own pace, fostering independent learning.
• In ‘Team’ mode, students collaborate to earn points, promoting teamwork and collective problem-solving.
• ‘Humans vs. Zombies’ adds an element of drama, where students are split into two teams and must answer questions correctly to survive.
• The ‘Trust No One’ mode creates an environment of thrilling suspense, as students must decide whether to cooperate or compete with their peers.
• Additionally, Gimkit’s ‘KitCollab’ mode allows students to contribute to the question pool, fostering a sense of ownership and involvement in the learning process.

How to get the most out of Gimkit

1. Familiarize Yourself with the Game Modes: Knowledge of how each mode works can help you devise strategies.
2. Practice Regularly: Practice always helps.
3. Participate Actively in KitCollab: Contribute meaningful questions to the pool.
4. Work Together in Team Mode: Collaboration can often lead to better results than individual efforts.
5. Pay Attention to the Game’s Analytics: Analytics help you find areas of improvement.

You can use Gimkit to learn grammar or even prepare for the SAT. Now go have some fun on Gimkit.

If I had a dollar for every time I was asked “Can you start a sentence with and?”….I’d be quite wealthy! Contrary to common belief, starting sentences with the word “and” is perfectly acceptable in English. (Believe it or not, there is no rule that prohibits you from starting a sentence with the word “and.” ) This is known as “initial coordinating conjunction. Many style guides, including the prestigious Chicago Manual of Style, agree that conjunctions such as “and” can improve sentence fluency and rhythm. Now, in formal or academic writing, it is not common practice to start with the word “and.” But for more conversational or informal writing, it is acceptable to begin sentences with the word “and.”

Using initial coordinating conjunctions can also help break up longer sentences and make them easier to read. This is useful when writing complex ideas or concepts that might be difficult to expalin in one sentence.

Beginning a sentence with “and” can also help connect different thoughts and ideas thus allowing for a smoother transition between sentences.

Examples of Sentences Starting with “And”

And so, we begin our journey on the winding path of knowledge.

And just like that, with a single decision, her life changed forever.

And while I appreciate your concern, I must insist on proceeding as planned.

And, upon reflection, it becomes clear that our actions determine our future.

And in the end, it’s not the years in your life that count. It’s the life in your years.

And remember, no act of kindness, no matter how small, is ever wasted.

And so it goes, time waits for no one.

And even in the darkest times, there’s always a glimmer of hope.

And that’s the crux of the issue, isn’t it?

Starting a Sentence With “But”

Starting a sentence with the conjunction “but” is acceptable in the English language. Beginning a sentence with “but” can create a strong transition that emphasizes contrast. “But” can also add variety to sentence structures. However, similar to using “and,” it is advisable to do it in moderation. Overuse can lead to fragmented or run-on sentences. Using “but” at the beginning of a sentence can effectively highlight opposing ideas.

Starting a sentence with the word “yet” can also be a useful technique in certain situations. Similar to “but,” it functions as a coordinating conjunction that introduces a contrast or an exception to the previous statement. “Yet” can imply surprise or unexpected.

Examples of Sentences Starting with “But”

But of course, nothing in life is ever as simple as it seems.

But wait, there’s more to the story than meets the eye.

But for the grace of fate, there go I.

But despite the challenges, we persevered and emerged victorious.

But what if there’s another way to approach the problem?

But on the other hand, one must consider the potential drawbacks.

But alas, all good things must come to an end.

But in the grand scheme of things, does it matter?

But, against all odds, he managed to turn the situation around.

But before we proceed, let’s ensure we’re all on the same page.

But above all, remember to stay true to yourself.

But no matter what, we can’t give up on our dreams.

But little did she know, the best was yet to come.

Starting a Sentence with “Because”

Starting a sentence with the word “because” is perfectly fine. “Because” serves as a subordinating conjunction, allowing you to express cause-and-effect relationships. It also allows you to give reasons or explain situations.

Examples of Sentences Starting with “Because”

Because we value your feedback, we have made significant updates to our service.

Because the storm was approaching, they canceled the picnic.

Because of his dedication and hard work, he quickly rose through the ranks.

Because it was raining, we decided to stay indoors.

Because she had a keen eye for detail, nothing ever slipped past her.

Because the supply failed to meet the demand, prices increased significantly.

Because we believe in continuous learning, we encourage all our employees to take additional courses.

Because he forgot his wallet, he couldn’t pay for dinner.

Because they didn’t study, they failed the test.

Because she practiced every day, she became a virtuoso pianist.

Because the internet was down, we had to postpone our online meeting.

Because we care about the environment, we are striving to reduce our carbon footprint.

Because I had lived there as a child, the city held many sentimental memories for me.

There are no absolute rules in the English language with prohibit using certain words to start a sentence. But some words can make the sentence appear awkward and so they are rarely used to start sentences. However, there is no grammar rule with explicitly states “You cannot start a sentence with…”

In formal writing avoid starting sentences with “And” and similar words. You want to adjust how you start sentences with your particular writing style.

1. Understand subject-verb agreement, pronoun usage, verb tense consistency, and sentence punctuation among others.
2. Read extensively. The more you read the more you are exposed to good grammar. You pick up both grammar rules and vocabulary simply by reading a lot.
3. Practice grammar questions consistently. Doing full practice tests is never a bad idea. This will help you get the SAT grammar rules down!
4. Utilize grammar apps or SAT practice websites. Digital tools can also help you absorb SAT grammar rules

The SAT Writing and Language Test is used by College Board to evaluate students’ understanding of English grammar and their ability to revise and edit text. Here are some of the grammar question types you may encounter on the SAT Writing and Language portion of the exam:

1. Sentence Structure: These questions test your understanding of how sentences are constructed and how they can be improved for clarity and conciseness.
2. Conventions of Usage: These questions assess your knowledge of grammatical rules such as subject-verb agreement, verb tense consistency, and pronoun usage.
3. Conventions of Punctuation: These questions require you to apply your knowledge of grammar rules to punctuation. They test the correct use of commas, semicolons, and colons.
4. Expression of Ideas: These questions evaluate your ability to improve the development and organization of ideas within a passage.
5. Standard English Conventions: These questions test your understanding of the English language’s grammar rules, usage, and punctuation.
6. Words in Context: In these questions, you’ll need to choose the most appropriate word or phrase to suit the context of the sentence or passage.
7. Command of Evidence: These questions assess your ability to improve the way passages develop information and ideas.
8. Data Interpretation: These questions require you to revise a passage to better incorporate information from a graph or chart.

Now, let’s get into specific categories of grammar rules.

Subject-Verb Agreement

The rule of subject-verb agreement ensures that a verb must agree in number with its subject. For example, singular subjects require singular verbs, while plural subjects require plural verbs.

Simple grammar rule: Singular goes with singular, plural goes with plural! Remain consistent!

There are several common types of mistakes in subject-verb agreement:

1. Compound Subjects: Often, when a subject is composed of two or more nouns or pronouns connected by ‘and’, a plural verb is used. However, when these nouns suggest one idea or refer to the same person or thing, a singular verb is required. For example, “Peanut butter and jelly is my favorite sandwich,” not “Peanut butter and jelly are my favorite sandwich.”
2. Indefinite Pronouns: Indefinite pronouns are typically singular and require singular verbs. Common mistakes arise when writers incorrectly pair them with plural verbs. For instance, “Everyone in the class are smart” is incorrect. The corrected sentence is, “Everyone in the class is smart.”
3. Subjects with Quantifiers: Mistakes often occur when quantifiers are used. For example, “A number of people is here to see you” is incorrect. The correct sentence would be, “A number of people are here to see you.”
4. Collective Nouns: Collective nouns, despite representing a group, are singular and therefore take a singular verb. For example, “The team are playing well,” is incorrect. The correct version is, “The team is playing well.”

The SAT has historically loved to test grammar rules pertaining to Subject-Verb agreement.

Parallelism

Parallelism in the SAT refers to a grammatical consistency within a sentence. Questions on parallelism require you to identify sentences where similar ideas are expressed in dissimilar ways and correct them by adjusting their structure. For example, in the sentence “She enjoys biking, hiking, and to swim,” the verb forms are inconsistent. A parallel structure would correct this to “She enjoys biking, hiking, and swimming.” Three examples follow below:

1. Incorrect: “John enjoys reading, to play basketball, and fishing.” Correct: “John enjoys reading, playing basketball, and fishing.”
2. Incorrect: “The teacher said that students should get organized, that they should manage their time, and to read regularly.” Correct: “The teacher said that students should get organized, manage their time, and read regularly.”
3. Incorrect: “She likes cooking, to read, and biking.” Correct: “She likes cooking, reading, and biking.”

Maintain parallel structure. I repeat “Maintain parallel structure!”

Misplaced Modifiers

Misplaced modifiers are another one of the grammar rules tested by the SAT. Misplaced modifiers occur when a descriptive phrase isn’t placed near the noun or pronoun it is intended to describe. For instance, in the sentence, “Walking through the park, the flowers smelled sweet,” the modifier “walking through the park” is misplaced – the sentence reads as if the flowers are doing the walking. The correct sentence would be, “Walking through the park, we smelled the sweet flowers.”

Here are some examples of sentences with misplaced modifiers and their corrected versions:

1. Incorrect: “He wore a straw hat on his head, which was obviously too small.” Correct: “His straw hat was obviously too small for his head.”
2. Incorrect: “Having finished the assignment, the Xbox was my next target.” Correct: “Having finished the assignment, I was ready to play on the Xbox.”
3. Incorrect: “I heard that there was a robbery in the park walking home.” Correct: “Walking home, I heard that there was a robbery in the park.”

Remember, to avoid misplaced modifiers, make sure the thing you’re trying to describe is placed as close as possible to the descriptive phrase.

Tenses

1. Past tense vs. past perfect tense: The past tense describes an action that has already taken place. For example “I ate an apple,” “ate” is in the past tense. On the other hand, the past perfect tense is used to express an action that happened before another action in the past. Think of it as a double before. It is typically accompanied by words such as “before” or “by the time.” For example, in the sentence “I had already eaten an apple when you arrived,” the phrase “had eaten” is in the past perfect tense, indicating that the eating took place before the arrival. The word “had” is often used for past perfect tense.
2. Present tense v. present perfect: The present tense describes an action that is happening now or a general state of affairs. For instance, in the sentence, “I eat an apple,” “eat” is in the present tense. The present perfect tense describes an action that started in the past and continues to the present, or an action that happened at an unspecified time in the past. It is formed by using “has” or “have” followed by the past participle of the verb. For example, in the sentence, “I have eaten an apple,” “have eaten” is in the present perfect tense. It implies that the action of eating the apple occurred at a time before now.

Knowing verb tenses along with other grammar rules need not be confusing. In the case of verb tenses, a simple formula: “had” for past perfect and “has/have” for present perfect.

Subject vs. Object

The subject of a sentence is the person, place, thing, or idea that is taking action or being something. For example, in the sentence “John throws the ball,” “John” is the subject as he is taking action.

The object of a sentence is the entity that is acted upon by the subject. In the same sentence, “the ball” is the object as it is the recipient of John’s action of throwing.

Here are examples of subjects and objects.

1. Subjects:

• • John (John is eating an apple.)
  • The dog (The dog is barking loudly.)
  • My parents (My parents live in New York.)
  • The sun (The sun is shining brightly.)
  2. Objects:
  • An apple (John is eating an apple.)
  • The ball (Jim kicked the ball.)
  • Our proposal (The committee approved our proposal.)
  • The gift (She accepted the gift gratefully.)
  Subject pronouns are used as the subject of a sentence. They are typically the ones ‘doing’ the action. Here’s a list of subject pronouns:
  1. I (I am going to the store.)
  2. You (You should finish your homework.)
  3. He (He runs fast.)
  4. She (She cooks delicious meals.)
  5. It (It is raining outside.)
  6. We (We are planning a trip.)
  7. They (They are playing soccer.)

Just as there are subject pronouns, there are also object pronouns. These are used as the object of a sentence. They are typically the ones ‘receiving’ the action. Here’s a list of object pronouns:

a. Me (John saw me.)

b. You (I told you the story.)

c. Him (She called him.)

d. Her (We saw her at the park.)

e. It (I moved it to the other room.)

f. Us (They invited us to their wedding.)

g. Them (I gave them my old books.)

Singular vs. Plural

A singular noun refers to one person, place, thing, or idea, while a plural noun refers to more than one.

For example:

1. Singular:

• The cat is sleeping on the mat.
• The building has ten floors.

2. Plural:

• The cats are playing in the garden.
• The buildings in this city are tall.

A singular subject should be paired with a singular verb, and a plural subject should be paired with a plural verb.

This is one of the simplest grammar rules to remember: singular nouns go with singular verbs and plural nouns go with plural verbs.

Independent clause vs. Dependent clause

An independent clause is a group of words that contains a subject and verb and expresses a complete thought. For instance, “The cat is sleeping on the mat.” This clause can stand alone as a sentence. On the other hand, a dependent clause also contains a subject and verb, but it does not express a complete thought and cannot stand alone as a sentence.

An example of an independent clause would be: “John is preparing dinner for the family.” This sentence has a subject, ‘John,’ and a verb, ‘is preparing,’ and it expresses a complete thought, hence it can stand on its own as a complete sentence.

An example of a dependent clause would be: “While the cake was baking in the oven.” This sentence has a subject, “the cake,” and a verb, “was baking,” but cannot stand on its own as a complete sentence.

This may appear to be more complicated than other grammar rules but it is not. If it can stand by itself the clause is independent, otherwise it is dependent.

Comma Splices

A comma splice occurs happens if independent clauses are joined with a comma but without the presence of a coordinating conjunction. For example, “I love working out, it helps me be fit.” ‘I love working’ and ‘it helps me be fit’ are both independent clauses. They cant be joined just with a comma. The correct sentence should be “I love working out; it helps me be fit.”

Conjunctions

Conjunctions play an integral role in English grammar, acting as the glue holding sentences together. They are primarily used to connect words, phrases, clauses, or sentences. The three main types of conjunctions are coordinating, subordinating, and correlative conjunctions.

Coordinating conjunctions, which include words such as ‘and‘, ‘but’, and ‘or’, connect words, phrases, or clauses. For example, “The cat is sleeping on the mat, and the dog is playing in the garden.”

Subordinating conjunctions introduce dependent clauses to an independent clause, for instance, ‘because’, ‘while’, ‘unless’. An example could be, “I went to the store because we ran out of milk.”

Correlative conjunctions work in pairs to coordinate words or groups of words of equal importance in a sentence, such as ‘either/or’, ‘neither/nor’, and ‘both/and’. An example could be, “Either the cat is sleeping, or the dog is playing.”

Transitions

Transition phrases, like conjunctions, are vital tools in SAT grammar. They enable a smoother progression of thoughts by creating logical connections between phrases, sentences, or paragraphs.

Here are some examples of same-direction transition phrases, which are used to add information or continue the same line of thought:

1. Additionally
2. Furthermore
3. Moreover
4. In addition
5. Also
6. Similarly
7. Likewise
8. Plus
9. Not to mention
10. As well as
11. Together with
12. Along with
13. Coupled with
14. Equally important.

Opposite-direction transition phrases are used to contradict, change direction, or present opposing thoughts. Here are some examples:

1. However
2. On the contrary
3. Contrary to
4. In contrast
5. Conversely
6. Nevertheless
7. Yet
8. Despite this
9. Although
10. Unlike
11. Still
12. Rather
13. Instead
14. Regardless
15. Notwithstanding
16. In spite of this
17. Even so
18. On the other hand
19. But
20. Otherwise.

Prepositional Phrases

Prepositional phrases usually begin with a preposition and end with a noun, pronoun, or noun phrase. Examples of prepositions include ‘in,’ ‘on,’ ‘at,’ ‘by,’ ‘for,’ ‘with,’ ‘about,’ ‘under,’ and ‘between.’ These phrases provide additional details in a sentence, often indicating location, direction, time, or manner. For example, in the sentence “The book on the table is mine,” “on the table” is a prepositional phrase.

Punctuation

Below are the grammar rules for punctuation.

Period

1. End of Sentence: Use a period at the end of a complete sentence that is a statement. For example, “He went to the store.”
2. After Initials: A period is used after initials, such as in names like “J. K. Rowling.”
3. With Abbreviations: If an abbreviation ends a declarative sentence, you do not need an additional period. For example, “I went to the U.S.”
4. With Decimal Points: A period is used in numbers to separate the integer part from the fractional part. For example, “The distance is 3.5 miles.”
5. With Bullet Points: If the text following a bullet point is a complete sentence, it should end with a period. If it’s a fragment, a period is not necessary.
6. After Indirect Questions: Use a period after an indirect question. For example, “He asked where his shoes were.”
7. In Ellipsis: Periods are used in groups of three to indicate omitted text, known as an ellipsis. However, the rules can be complex and depend on the style guide in use.

Commas

1. Use a comma after an introductory clause or phrase. For example, “After dinner, we played board games.”
2. Use a comma between all items in a series. This includes the last two items and is known as the Oxford comma. For example, “I need to clean the kitchen, do the laundry, and take out the trash.”
3. Use a comma to set off introductory elements. For example, “Despite the rain, we decided to go out.”
4. Use a comma to separate independent clauses when the independent clauses are joined by any of the seven FANBOYS (and, but, for, or, nor, so, yet). For example, “I wanted to go jogging, but it started to rain.”
5. Use commas to offset nonessential words, phrases, or clauses in a sentence. Nonessential elements, if removed, do not change the overall meaning of the sentence. For example, “My sister, who lives in Spain, is a doctor.”
6. Use a comma when directly addressing someone or something in your sentence. For example, “I need you to listen, John.”
7. Use a comma to separate a statement from a question. For example, “I can go, can’t I?”
8. Use a comma to separate contrasting portions of a sentence. For example, “That is my book, not yours.”
9. Use a comma before and after a parenthetical phrase or clause. For example, “I’m going, as you know, to the store.”
10. Use a comma to separate a direct quotation from the rest of a sentence. For example, “As my coach always said, ‘Practice makes perfect.'”

Hyphens

1. Use a hyphen to join two or more words serving as a single adjective before a noun. For example, “It was a well-thought-out plan.”
2. Use a hyphen with compound numbers. For example, “She is thirty-two years old.”
3. Use a hyphen to avoid confusion or ambiguity. For example, “Re-sign the paper” (sign again) vs. “Resign the paper” (quit).
4. Use a hyphen with certain prefixes and suffixes. For example, “ex-president” or “great-grandmother.”
5. Use a hyphen in spelled-out fractions. For example, “one-third of the students.”
6. Use a hyphen to write out compound words. For example, “mother-in-law.”
7. Use a hyphen with the prefixes ‘all’, ‘self’, and ‘ex’. For example, “all-inclusive”, “self-aware”, and “ex-husband.”
8. Use a hyphen to join two words that, without the hyphen, would form another valid word. For example, “re-creation” (the act of creating again) vs. “recreation” (leisure).
9. Use a hyphen to separate syllables of a word in a line break.
10. Use a hyphen in a less common usage to denote ‘to’ or ‘through’ in ranges of numbers or dates. For example, “Read pages 25-30.”

Parentheses

1. Parentheses can be used include additional information. For example, “He finally answered (after taking five minutes to think) that he did not understand the question.” There can be other uses but focus on this one.

Colons

1. Use a colon to introduce an item or a series of items. For example, “You may need to bring: hat, scarf, and gloves.”
2. Use a colon to separate two independent clauses when the second explains or illustrates the first. For example, “I know my way: I walk this route every day.”
3. Use a colon to introduce a quote or a speech in dialogue. For example, the teacher said: “Make sure you study for the test.”
4. Use a colon to follow the salutation of a business letter. For example, “Dear Sir or Madam:”
5. Use a colon to separate hours from minutes. For example, “The meeting is scheduled for 10:30 a.m.”
6. Use a colon between a title and its subtitle. For example, “The Great Gatsby: A Novel by F. Scott Fitzgerald.”

Semicolons

1. Use a semicolon to join two independent clauses. For example, “It was hot; she sat by the fan.”
2. Use a semicolon to separate items in a series when the items have commas. For example, “The conference has people from Paris, France; London, England; and Berlin, Germany.” There are other uses but focus on these.

Redundancy

One of the SAT grammar rules most often neglected is redundancy. Redundancy questions target unnecessary repetition in sentences. Here are some examples:

1. “Despite the fact that the weather was bad, the game was canceled due to bad weather. Is this sentence redundant?”
2. “He is a man who is honest, and in addition to that, he tells the truth. Does this sentence contain unnecessary repetition?”
3. “She woke up at 6 a.m. in the morning to get ready for school. Is there a redundancy in the sentence?”

Remember, if a phrase restates something that has already been said, it is likely redundant and should be removed for clear and concise writing.

Absolute Adjectives

Absolute adjectives are adjectives that cannot have degrees. You cannot add terms like “very” to them or suffixes like “er” or “est.”

Here are some examples of absolute adjectives:

1. Perfect: Something is either perfect or it’s not. There are no degrees of perfection.
2. Unique: If something is unique, it’s one of a kind. You cannot be “very unique.”
3. Dead: Something is either dead or it’s not. There are no degrees of being dead.
4. Infinite: If something is infinite, it’s endless. It cannot be “more” or “less” infinite.
5. Absolute: Ironically, absolute itself is an absolute adjective. Something is either absolute or it’s not.
6. Universal: Something is either universal or it’s not. There are no degrees of being universal.
7. Complete: Something is either complete or it’s not. You can’t be “almost complete.”
8. Final: Something is either final or it’s not. There are no degrees of being final.
9. Unanimous: If a decision is unanimous, everyone agrees. It can’t be “almost unanimous.”
10. Whole: Something is either whole or it’s not. There are no degrees of being whole.

Pronouns

Pronouns take the place of nouns, and they must agree in number (singular or plural) and gender with the nouns they represent. Basic pronouns that frequently appear on the SAT include “he,” “she,” “it,” “they,” “who,” “whom,” “whose,” “him,” “her,” “us,” etc. Ambiguous pronoun references, where it is unclear to which noun a pronoun refers, are common errors on the SAT.

1. The dog chased its tail because it was bored. In this sentence, “it” could refer to either the dog or the tail, causing confusion about what was bored.
2. John told Robert that he failed the exam. Here, it’s unclear who “he” is referring to. Did John fail the exam, or was it Robert?
3. Sarah mentioned to Emily that she ran a marathon. This statement is ambiguous because “she” could either be referring to Sarah or Emily. Who exactly ran the marathon isn’t clear.

Idioms and Commonly Confused Words

An idiom is a phrase or an expression that has a figurative or literal, meaning.

Below is a list of commonly confused words.

1. Affect/Effect: ‘Affect’ is usually a verb that means ‘to influence.’ ‘Effect’ is usually a noun that means ‘result.’
2. Its/It’s: ‘Its’ is a possessive form of ‘it.’ ‘It’s’ is a contraction of ‘it is’ or ‘it has.’
3. Their/There/They’re: ‘Their’ is a possessive pronoun. ‘There’ is an adverb indicating place. ‘They’re’ is a contraction of ‘they are.’
4. Your/You’re: ‘Your’ is a possessive pronoun. ‘You’re’ is a contraction of ‘you are.’
5. Principal/Principle: ‘Principal’ can be a noun meaning ‘head of a school’ or an adjective meaning ‘main or primary.’ ‘Principle’ is a noun meaning ‘a rule, law, or basic truth.’
6. Complement/Compliment: ‘Complement’ is something that completes or goes well with something. ‘Compliment’ is a nice thing you say about someone.
7. Stationary/Stationery: ‘Stationary’ means not moving. ‘Stationery’ refers to paper, envelopes, and other office supplies.
8. Desert/Dessert: ‘Desert’ can be a noun referring to a sandy place or a verb meaning to abandon. ‘Dessert’ is the sweet course you eat at the end of a meal.
9. Aloud/Allowed: ‘Aloud’ means out loud. ‘Allowed’ means permitted.
10. Bear/Bare: ‘Bear’ can be a noun referring to the animal or a verb meaning to carry. ‘Bare’ means exposed or naked.
11. Hear/Here: ‘Hear’ is a verb meaning to perceive with the ear. ‘Here’ is an adverb indicating location.
12. Than/Then: ‘Than’ is a conjunction used for making comparisons. ‘Then’ can be an adverb meaning at that time or in addition to.

Active vs. Passive Voice

Active voice and passive voice represent the two primary ways of expressing action in a sentence. In active voice, the subject of the sentence performs the action, leading to a direct, concise, and engaging tone. For example, “The cat caught the mouse.” Here, the cat (subject) is actively catching the mouse (object). On the other hand, in passive voice, the subject of the sentence is acted upon by the verb, often leading to a more indirect, verbose statement. For example, “The mouse was caught by the cat.” In this case, the mouse (subject) is passively being caught by the cat. While both voices are grammatically correct, the SAT Writing and Language section tends to favor active voice.

Brevity

The SAT favors concise sentences. So if two answer choices look equally good pick the more concise answer choice. It is more likely to be the correct answer (this is not ALWAYS the case) than a wordier answer choice.

We have covered the SAT grammar rules above. You can use the above as a guide to do better on the SAT Writing and Language Test. Knowing the SAT grammar rules is half of the battle. You have to practice regularly so make sure you do some practice tests.

Introduction

Has your GPA got you down? Have you been asking yourself about how to get into college with a low GPA? Is it your senior year and do you feel your college admission chances are not what they should be? Maybe even your high school counselor has discouraged you? Does a low GPA mean you have NO CHANCE of getting into college? Fortunately, you can still get into a good or even great college! But you have to be flexible in your approach.

Understanding the Importance of GPA in College Admission

Why is GPA used in the college admissions process? This number is seen as a reflection of a student’s academic abilities and potential for success in college. It also serves as a way for the admissions office to compare students from different schools and backgrounds. GPA is by no means a perfect measure: Grade inflation, the number of challenging courses taken, and differences in personal circumstances can all impact GPA.

How Low is Too Low?

Every college has its own set of admission criteria, and there isn’t a specific GPA that can be deemed as “too low.” However, generally speaking, a GPA below 2.5 may raise some red flags for college admissions officers. But this doesn’t mean you should throw away your college applications: it’s not impossible to get into college with a GPA lower than 2.5, but it may require some additional effort and strategies.

Strategies for Applying to College with a Low GPA

1. Explain your GPA in your application: If any extenuating circumstances affected your grades make sure to mention them in your college applications. This can provide the admissions office context to your GPA and show that it may not be a true reflection of your abilities.
2. Highlight other strengths: While GPA is an important factor, it’s not the only aspect considered in college admission. Use your application to showcase any extracurricular activities, volunteer work, or leadership roles you have taken on. These can demonstrate your skills and potential outside of the classroom and increase your college admission chances.
3. Consider community college: If your GPA is significantly low, you may want to consider attending a community college for the first two years and then transferring to a four-year university. This can allow you to bring up your GPA in a smaller, more affordable setting before applying to a larger institution. You can take challenging courses to demonstrate your abilities as a student.
4. Take advantage of standardized tests: Standardized tests like the SAT or ACT can be a great way to showcase your academic abilities. If you have a low GPA, performing well on these tests can show admissions officers that you may still be capable of succeeding in college. Many colleges are willing to admit students with great scores despite their GPAs.
5. Get letters of recommendation: A strong letter of recommendation from a teacher, mentor, or guidance counselor who knows you well and can speak about your abilities can go a long way in your application.
6. Use your personal essay to explain any extenuating circumstances that may have affected your GPA and how you have grown and learned from them. Many colleges have accepted students largely based on an excellent personal essay.
7. Show improvement: If your grades have improved over time, highlight this in your application. Have you done better in your junior and senior years? Are you taking as many challenging courses as possible? College admissions officers appreciate it if you show progress.
8. Consider alternative options: In addition to four-year universities, there are also other options in a field that interests you. These programs often have more lenient admission requirements and can lead to successful careers. You can also transfer to the college of your dreams after going to such institutions.
9. Seek out resources: Don’t be afraid to reach out for help when it comes to applying to college with a low GPA. Some colleges may grant you conditional acceptance. Meeting with the college admissions officers in person can allow you to add a personal touch to your application.
10. Interview: many schools give prospective students the chance to interview. Use it to build a relationship and increase your chances.
11. Focus on your strengths: Your GPA is just one aspect of your application. Make sure to highlight your strengths in other areas, such as extracurricular activities, volunteer work, or part-time jobs. These can demonstrate your skills, interests, and values to admissions officers.
12. Use test scores to balance out a poor GPA: you can highlight your ACT scores or SAT scores. High scores will be looked upon as evidence of your ability to handle difficult courses by the college admissions committee in many schools. You can take these before the end of the first semester of your senior year.
13. Consider a gap year: If you feel overwhelmed by the college application process or need more time to improve your academic performance, consider taking a gap year before applying to college. You can take college prep classes during this period. Additionally taking college prep courses shows your dedication and helps you with the admissions process.
14. Stay positive: It’s important to maintain a positive attitude throughout the college application process. You can take proactive steps such as contacting admissions officers and taking courses to remedy your GPA.
15. Seek out opportunities for improvement: Find ways to be involved with the campus of your choice. This can help you build connections with faculty and others. At smaller colleges, this strategy can help.
16. Be honest and proactive: When it comes to discussing your low GPA in your college application, be honest and take responsibility for your academic performance. Explain any extenuating circumstances that may have affected your grades and share your improvement plan. Admissions officers value honesty and self-awareness in applicants.
17. Consider alternative paths: If your low GPA makes it difficult for you to gain admission to your top choice colleges, consider alternative paths such as community college or transferring from another university after a year or two of strong academic performance. Remember that there are many routes to achieving your educational goals and a low GPA does not define your future success

A low GPA is not the “kiss of death” or final blow to your college plans. Remember, many things can potentially balance out a low GPA. These include good test scores (ACT scores or SAT scores,) solid letters of recommendation, work experience and extracurricular activities, and quality of coursework taken. Personal essays can also be an excellent means to show your talents to college admissions officers. If none of the above suffice to get you into the college of your dreams (or that Ivy League University you have always wanted to go to) you can go to a junior college and transfer. There are always ways to get around a low GPA and reach your goals. So never give up!

It’s that time of year, isn’t it? Planning on attending college? You are wondering how many colleges should I apply to. Almost everyone asks “How many schools should I apply to?” Filling out college applications and thinking about this can indeed be overwhelming! Well regardless of how many universities you are thinking about and whether you are just the average student or a potential Ivy League student, I can help you. Read below for guidance on the college application process.

As a student, you should ask yourself a few questions. First, how many universities should I apply to? Second, which schools are my target schools? How do I stand in terms of GPA and other factors for these selective schools? Third, if things do not work out, which college college should I attend?

Is there a Number?

There is no “right” number or magic number of colleges to apply to. Many experts recommend that students apply to least five universities. I typically recommend to most students to apply to somewhere between 9 and 15 schools. (There are some exceptions to this rule.)

Two things to consider when evaluating how many colleges you are applying to:

1. Having enough universities on your list is a necessity. If you are applying to only one or two highly competitive schools, then your options will be severely limited if things do not work out. Applying to a large number of competitive schools increases your options and increases the statistical likelihood of you getting into a target school.
2. Applying to more schools is expensive (application fees often range from $70 to $100 unless you get fee waivers) and it can be time-consuming to write college application essays.

There is no ideal number but you have to determine your capacity for filling out applications and how much money you are willing to spend.

Categorizing Your Options

Take stock of your academic profile. Then classify the universities into three categories:

1. Reach schools: a reach school typically is a school where the average GPA and the 50th percentile standardized test score are significantly above your GPA and standardized test score.
2. Target schools: You would be an average admitted student in this school. Your ACT scores/Sat scores and GPA would be average here.
3. Safety schools: Your GPA and standardized test scores are well above average. You can consider these to be less selective schools considering your metrics.

Look at the metrics for accepted students into each university you apply to (as well as the acceptance rate) and then place the colleges into these three categories. I recommend having at least 1/3 of your schools be target schools. For example, if you are applying to twelve colleges, at least four schools should be target schools. You can divide the remainder between reach and safety schools. This allows you to take the chance of getting into your dream school while at the same time having more colleges where you have a decent chance to gain admission.

Focusing largely on reach schools can limit your options if things do not work out but focusing largely on safety schools may cause you to sell yourself short.

5 Points to Consider

When choosing which colleges to apply to, there are several points to consider that can help you make an informed decision.

1. Academic Program: make sure the colleges you apply to offer the academic program or major you’re interested in. Going through a list of majors offered is the first step. Second look at the course list for your major. Is it sufficiently rigorous?
2. Location: would you want to study at a university to home or explore a new place? Keep in mind factors like climate, proximity to family, and opportunities for cultural exposure or internships in the area.
3. The size of the university can greatly influence your experience. If you prefer smaller class sizes and a close-knit community, a small college might be suitable for you. On the other hand, larger universities often offer more programs, resources, and activities.
4. Evaluate the tuition and other costs of attending each college. Consider what financial aid options are available and whether you feel comfortable with the potential debt. If you are an excellent candidate with high class rank you may be able to obtain financial aid packages from more schools. Bear in mind, that top universities get many candidates so they will be extremely selective when it comes to financial aid.
5. Research the campus culture and see if it aligns with your personality and preferences. This might include looking at things like housing options, extracurricular activities, diversity, and student support services.

Remember, the goal is to find colleges that are the right fit for you academically, socially, and financially. These do not necessarily need to be what others consider to be the best colleges. Applying to colleges that fulfill the abovementioned criteria can help you have a fulfilling college experience. You want to look at all of these factors to determine which college will be right for you. Most people do not spend adequate time examining these aspects, but you should thoroughly investigate each of the five aspects of your potential college.

Your Timeline

The application process timeline is another critical factor to consider when applying to colleges.

1. Spring of Junior Year: Begin your college search and visit campuses if possible. Start preparing for standardized tests like the SAT or ACT.
2. Summer Before Senior Year: Narrow down your college list and start working on your application essays.
3. Fall of Senior Year: Complete and submit applications, particularly if you’re applying for early decision or early action. Also, ensure to submit your Free Application for Federal Student Aid (FAFSA) as early as possible after October 1st.
4. Winter of Senior Year: Regular decision applications are typically due. After submission, follow up with colleges to make sure they receive all necessary documents.
5. Spring of Senior Year: Expect to receive college application decisions by April. If accepted to multiple colleges, consider your options and make your final decision.

It’s important to note that each college may have different deadlines, so always check the specific dates on the colleges’ websites.

College Enrollment Stats

• College enrollment reached 19.7 million in 2020 (Source: National Center for Education Statistics)
• 6.5 million students were in 4-year institutions (Source: National Center for Education Statistics)

College enrollment has decreased since 2019. Less Americans have been going to college in the post-pandemic world.

Admissions Rates vary greatly

• The college acceptance rate across the country is 68% (https://research.com/education/list-of-college-acceptance-rates)
• Harvard’s acceptance rate in 2023 was only 3.45% (https://www.ivywise.com/ivywise-knowledgebase/admission-statistics/)
• The two top UC schools ( UCLA and UC Berkeley) tend to hover between 8% to 12% acceptance rates. (https://www.ivywise.com/ivywise-knowledgebase/admission-statistics/)
• Top Ivy League schools such as Princeton (4.5%), Yale (4.5%), and UPenn (5.8%) tend to have very competitive acceptance rates.(https://www.ivywise.com/ivywise-knowledgebase/admission-statistics/)

What does this mean for you? Bear in mind that the highly prestigious schools have low acceptance rates and gear your strategy with that in mind. You can hedge against this by both applying to more colleges and applying to safety schools as well.

What GPA range do you need to get in?

• As per the National Center for Education Statistics, average high school GPAs have soared to nearly 3.5. However, most prestigious colleges require a GPA in the range of 3.75 to 4.00.

While you should do everything you can to maximize your GPA (including taking AP courses), other factors such as letters of recommendation, extracurricular activities, and standardized test scores can help your cause.

Standardized test scores (ACT and SAT)

• Average ACT scores as of 2023 are 19.5 out of a composite of 36. (https://www.nytimes.com/2023/10/11/us/act-scores-college-admissions.html)
• Average SAT scores as of 2023 are 1028 according to College Board.

While many universities have gone “test-optional,” a great test on either the SAT or ACT can help you get into the college of your dreams. For prestigious universities, it is best that you aim for at least 1400 on the SAT or at least 30 on the ACT.

AP Tests

• College Board reports that in 2021, more than 2.8 million students took AP exams. Out of these, approximately 1.3 million students, or around 46%, scored a 3 or higher, a score often needed to secure college credit.

Taking AP courses signals to colleges that you are willing to take on challenging courses. Scoring a 3 or higher lets them know you can handle college-level courses while you are still in high school. So make sure you take a few AP courses.

Extracurricular Activities

• A National Association for College Admission Counseling (NACAC) survey reveals that approximately 92% of colleges attach importance to a student’s participation in extracurricular activities during the admissions process.

Gender and College

• As of fall 2021, 58% of college students in the U.S. were women. (https://nces.ed.gov/)
• Gender disparity exists across majors. In 2020, 57% of Bachelor’s degrees in the biological and biomedical sciences were awarded to women but males received 79% of bachelors in engineering. (https://nces.ed.gov/)
• Humanities-based majors tend to have more female students whereas STEM majors continue to have more male students.

Majors in College

• According to the National Center for Education Statistics, as of 2019, of all Bachelor’s degree recipients in the United States, the most popular majors were in the fields of Business (19%), Health Professions (12%), and Social Sciences and History (9%). The selection of majors has remained consistent over the years.

Cost of College

• The average cost of tuition for the 2019-2020 year was $36,880 at private colleges, $10,440 for state residents at public colleges, and $26,820 for out-of-state students at state schools. (collegeboard.com)
• . Adding room and board, the total comes to $49,870 at private colleges and $21,950 at state institutions. (collegeboard.com)
• College Board and others expect the cost of college to continue rising. Average tuition cost in 2024: Many expect private colleges to charge an average of $40,000 in tuition and fees, and public colleges to charge in-state students about $11,500 and out-of-state students around $29,000. Room and board costs are also expected to increase.
• Student loan debt according to the Federal Reserve Bank of New York is over $1.75 trillion with over 44 million borrowers.

With the rising cost of college and an ever-increasing number of Americans in debt, you should carefully keep costs in mind when applying. And apply for scholarships!

International Students

• According to the 2020 Open Doors Report on International Educational Exchange, over 1 million international students were enrolled in U.S. institutions in the 2019-2020 academic year, contributing $44 billion to the economy.
• 50% of international students come from China and India

As you can see, getting into (and going to) your dream college involves many factors. These include your GPA, extracurricular activities, standardized test scores, and the type of coursework taken. You also need to think about other factors such as majors available, location, and cost.