It is a good time to let our first annual stats heard.
In 2017, probably the first full-calendar-year cycle of mind2learn’s official operation, we hosted 4 SAT camps in Chicago and Shanghai and worked with about 50 students, from both American and Chinese high schools, for a total of 270 hours of lectures and guided practice.
On the annual average, our students have been rewarded 85-point and 105-point of gains in English and Math, respectively, for their hard work. 28 students gained more than 50 in their English subsection score, while 29 students gained more than 50 in Math. Altogether, 34 students added more than 100 in their total SAT. The programs here raised 11 students to 700+ in English and 26 students to 700+ in math. Stunning individual performances, such as one from 650 to 770 in English or another from 600 to 760 in Math, have been disclosed in separate notices.
In a time of two and half millenniums ago, Lao Tsu, an ancient philosopher in China, studied a breadth of subjects in the then-biggest collection of human experience recorded on bamboo slips. He processed all those information in a couple dozens of years and summed up his learning of all in one simple sentence — “Tao begot one, one begot two, two begot three, three begot all.” This is by far the most effective and efficient learning process on big data, and it was completed once through no computer but with Lao Tsu’s own manpower — his Tao of minds.
How could he do it? The secret is simple — by comparing and contrasting information. Comparing leads to similarity, while contrasting leads to disparity. It is through similarity that we confirm existing knowledge, and disparity that we discover new. Both are innate capacities of our brain, down to the neuron cells and the synapses that these cells are made to perform. All human knowledge is produced through either or both of these two basic biological intellectual capacities.
It is very unfortunate that today's school learning, or knowledge learning in general, interferes with our inborn intellects, the comparing and contrasting. Knowledge, meant to save the successors from the mental suffer experienced the predecessors, has demonstrated a subprime effect of muting the successors’ inborn capacity. When you take in 1+1=2, for example, you have not bothered to think much in its necessary and real term that this abstract mathematical principle is made non-provable.
How to make students learn while conserve their innate intellects is not a simple question to answer here. But you need to know that top achievers in schools are simultaneously good in learning knowledge and conserving their innate intellects — the Tao of minds.
I have included a few sample questions for you to test and exercise your mental power. If you can tell the similarities and disparities of the choices of the following questions through your own Tao of minds, your chances to fly in the SAT test will be much high — better than you may think of.
Pick one choice that is clearly different from the other three in each question.
1. The main purpose of the passage is to:
A) analyze a series of historic events
B) persuade readers to support an unusual practice
C) alert readers to an urgent societal problem
D) describe the underlying causes of a political change
2. What the word “best” most likely means?
3. The main purpose of the passage is to:
A) emphasize the value of a tradition
B) stress the urgency of an issue
C) highlight the severity of social divisions
D) question the feasibility of an undertaking
4. What the word “hold” most nearly means?
5. What the word “demand” most likely means?
6. What does the author suggest of men’s primary motive towards women?
A) A selfish desire to deprive women of even smallest joy
B) A pragmatic impulse to maximize contentment
C) A cruel tendency to afford then withhold affections
D) A well meaning but ultimately ineffectual intent to act fairly
For explanations, you may contact us through email: email@example.com, with a title line of "Tao of Minds."
There is long a recorded gender divide among American high school students in terms of SAT test scores. According to a study by ETS, girls have consistently under-performed boys in both SAT math and reading during 1967-2004. The gender gap was 30 score points for both subjects before the mid 90s. An encouraging trend came at that time when changes started to take place in American K-12 education. As a result, the average SAT scores increased across the subjects and genders by 20 points except for boys’ reading that only changed minimally. As a result, the gender gap in reading shrank but that in math persisted.
The cross-board increases came from recentering in 1995 SAT test scores, a measure that arbitrarily moved the average back to around 500. In the 30 years prior to 1995, these averages had degraded to 425 in verbal and 475 in math. As an effect of the change, a 500 in verbal prior to 1995 corresponds to 580 in 1995, and 500 in math prior to 1995 means 520 in 1995.
A handful researches have studied the issue but reached no conclusion. AEI, a leading think tank in Washington, DC, attributes the gap to the student quality in general. “One possible explanation…would be that high school boys are better students on average than high school girls and are better prepared in mathematics than their female classmates.” Another popular view takes the issue to stereotype bias, a psychological phenomenon whose scientific cause is yet unknown.
Both explanations failed to account the trends in American high school classrooms. The afore-mentioned ETS research found that girls had spent increasingly more hours and studied in more courses in math subjects in school since 1990s. On the contrary, boys’ effort in math has been stagnant if not declining. As a result, arguably, girls outperform boys in terms of math grades. In spite of girls’ growing outperformance in class, the divide has persisted over the period.
What, then, is the real cause? The answer, as I recently found, lies in a gender bias in the SAT test design. In my summer SAT prep camp in Naperville, I came into this fantastic idea to motivate students to practice CRM model. Standard SAT requires students to choose one and eliminate three out of four choices for each question. Instead, I allowed the students to choose two and eliminate two, and record their results as R(2). Then, they are allowed to make their final choice and the result is recorded as R(1). I collected both results and graded them separately in that a result scores 1 if it contains the final correct answer. Typically, to distinct between the last two choices is the harder than among all four.
While the adaptation helped many students in learning the CRM model, I noticed a surprising and consistent pattern among the students. Girls score consistently higher than the boys in R(2), but fall behind in R(1). I concluded that even though girls are better in choosing two, their ability to eliminate the last one is a fraction of that of the boys. The girls revealed to me that they tend to stuck in the similarity of the last two. The boys, on the other hand, do not have much difficulty in telling difference of the two in R(1). In fact, they see differences of all four and eliminate two in R(2).
The cause of it, as I further analyzed, is the gender difference in terms of critical thinking, including both comparing and contrasting among things. Girls are better comparing things, while boys are better contrasting. In R(2) stage, students started with all four choices. Girls compared them with the reading materials find two most obviously similar ones as their choices. Boys, on the other hand, saw one or two choices are obviously irrelevant to the reading topic as they understood. As girls generally read more careful then boys, they excelled in R(2). In the next R(1) stage, girls seemingly proficient with similarity could not tell as much the difference between the last two as did the boys who are obsessed with contrasting.
All SAT tests are designed in the same way that you have to pick one exact rightness out of three distinct wrongsome. When many of the wrongs are made very confusing, the ability to contrast helps much more than that to compare does. Girls who are made by our nature mother to see the commonalities more easily than the difference are thus discriminated by such a test design.
Mind2learn has since turned out its training mechanisms to cope with the situation, but I still hope that SAT may eventually find their way to correct such a deficiency.
So, your August SATs have been reported. Ours too.
Students who learnt mind2learn’s unified model in the 6 flying days in end of July have realized 120+ gains in their reports. These include one of my favorite students, the humorous Andy, who was stuck in 1100s since this spring but made an elegant 1370 in August.
On the other side, a few boys and girls followed me for a 3-week camp and took 160+ gains. The biggest individual leap comes from a senior girl from Xi’An— she made it from 1050 to 1320. Another stunning performance is made by a 1450-May senior by shooting an extraordinary 1570.
Almost every one made 100+ gains except two quiet girls. One merely added 10, another 60. They are the ones who are taking all of my breath from now on. The model still have to be revised for students of them alike in order to strike 100+, and eventually claim 700s, in English. My goal is still that everyone who take the pain to learn my models must reach 700+ in 30 hours of learning. Unabridged!
+ + +
Cheers or chills you have wouldn’t take you far. The meaningful recap of experience would count into real learning. Here are ours too.
Before continuing the discussion, let’s clear front on the terminology we use here. “Idea”, as used here, means the key idea of a passage. A passage may start with one idea insufficient or conflicting with its key idea, such an idea is also dubbed as “idea” here even though it is not the key idea. “Evidence,” on the other hand, includes a lot of things: proof, description and narration. Proofs can be factual evidence to an idea, or a reasoning point. These “evidences” are used to support the ideas and sometimes ideas by themselves too.
Most of the EOI questions ask students the following tasks in the “evidence” level in the IES/D structure. In another word, SAT cares a lot about your capacity to express the idea, when there is one, fluently.
While the third task belongs to the domain of grammar, the first and second tasks are the two categories that SAT started to wage heavily as means to test your EOI. It is estimated that 9 of every ten American high school juniors are not able to perform both tasks successfully. This is probably due to a chronicle deficit accumulated throughout K-12 stages, a problem whose diagnosis is far beyond a couple of blog articles. Instead, let’s focus on a structural fix in your writing.
Whether any information belongs to a paragraph depends on its logical relevancy to the evidence, or idea, and rest information in the paragraph. Relevancy can be best defined by referring to the IES/D structure but not otherwise loose terms.
Referring to the previous article, IES/D structure takes a few, or three, popular variations. Paragraphs in these variations can be as simple as “I” or “E,” or composite “IE” or “IEI.”
In any of these cases above, you may try to read the context without the information in question. If the absence causes insufficiency and/or incompletion, the information shall be brought back. Incompletion happens where the discussion seems broken in its line of logic. For example, it often sounds awkward that an “IEI” paragraph without an “E” detail that could lead to the introduction of a second idea. Take the following sample for incompletion from an SAT official practice:
Over the past generation, people in many parts of the United States have become accustomed to dividing their household waste products into different categories for recycling. For example, paper may go in one container, glass and aluminum in another, regular garbage in a third. (a) Recently, some US cities have added a new category: compost, organic matter such as food scraps and yard debris. (b) Like paper or glass recycling, composting demands a certain amount of effort from the public in order to be successful. But the inconveniences of composting are far outweighed by its benefits.
The paragraph is an “IEI.” It first sets up the idea of household waste categorization, then provides exemplary details such as paper, glass and, further, compost. After mentioning the efforts of all waste categorization, it introduces the second idea that composting is still a better-than-not endeavor. It also foreshadows the discussion in the following paragraphs. Try taking either (a) or (b) away, and feel how the whole paragraph would seem broken.
These above are paragraphs that with an “I,” what if a paragraph is only concerned with “E.” There is no fundamental difference between simple “I” and “E” paragraphs. While being used as an evidence to support the idea of the passage, information in the “E” paragraph independently falls in same principles as for the “I” paragraphs. In fact, we can treat such “E” as an idea of its own. From the same compost practice article, the following sample can tell us what sufficiency looks like.
Most people think of banana peels, egg shells, and dead leaves as “waste,” but compost is actually a valuable resource with multiple practical uses. (A) When utilized as a garden fertilizer, compost provides nutrients to soil and improves plant growth while deterring or killing pests and preventing some plant diseases. (B) It also enhances soil texture, encouraging healthy roots and minimizing or eliminating the need for chemical fertilizers. (C) Better than soil at holding moisture, compost minimizes water waste and storm runoff, increases savings on watering costs, and helps reduce erosion on embankments near bodies of water. (D) In large quantities (which one would expect to see when it is collected for an entire municipality), compost can be converted into a natural gas that can be used as fuel for transportation or heating and cooling systems.
The paragraph begins with its “E” that is also an idea itself—compost are valuable and useful. It follows with four details of its usefulness as (A) organic fertilizer, (B) soil enhancer, (C) moisture holder, and (D) source of natural gas. Looking at these details, we find that A, B and C are all ways how compost makes plants healthy while D is another kind of use. Therefore, D is indispensible in this paragraph and have to be placed after ABC. On the other hand, A, B and C talk about how compost making plants healthy by fertilizing, moistening, texturing and keeping way pests and diseases, but in an overlapping way. In case you are asked to delete one, B is the one least needed because it was overlapped by A.
At the current required level of SAT, none of A, B and C needs to be deleted because each of them contains information logically relevant to the usefulness of compost. The problem here is the structure of the expression among ABC does not following a mutually exclusive pattern. That’s the cause for its overlapping tone. If none of ABC can be removed, at least they are to be revised. One way of revising it can be the following, thus expression becomes more concise while maintaining its sufficiency.
Compost can be used as a garden fertilizer, providing organic nutrients and holding soil moisture for the plants. In addition, at its presence in the soil, compost also helps to kill pest, fend ways diseases and reducing erosion on embankments from nearby bodies of water.
+ + + Take Away + + +
1. Determine the passage’s and paragraph’s IES/D structure.
2. Determine which way the information functions, either sufficiency or completion.
3. Determine your options in the question that fits best the above conclusion.
Since SAT employed only passages in its section 2 (grammar) in 2016, there isn’t a divide on how students may approach the section that contains 44 questions and merely 43 second per question.
All in the test prep profession believe that you should read in detail only when necessary. Such a necessity, as they suggest, arises at the presence of EOI questions, where EOI stands for expression of ideas. We know that EOI questions come in three ways, relevancy of information to topic, identity either as idea or evidence, and location or order of information in question. When you are asked on this type of questions, you read in detail to identify the topic (key idea) of the paragraph, determine whether the information is summative or supportive to, or simply off-topic. Then, of cause, to find the right order in which the in-topic information should be placed, displaced or replaced. This framework seems so obvious that many of us, including myself, have been advising it to students. Not until now!
Looking at students’ practice, we see that some of the EOI errors are surprisingly consistent throughout the practices. One of the errors is on the determination of relevancy on a particular information. Take a look of the following example:
From New Orleans, Armstrong moved to Chicago to join Joe Oliver and his King Oliver Creole Jazz Band. His new big move was to New York, Where the “Harlem Renaissance” was in full swing. Here Armstrong met and collaborated with artists of all types—painters, poets, writers, actors and musicians — and ___________ :
Choose one that indicates specific effect of Armstrong’s New York experience on his work:
-A. embraced an artistic culture even richer than that in New Orleans;
-B. many of whom have become legendary artists in their own right;
-C. so his performance become more theatrical and comedic;
-D. later would recall this period as one of the most influential in his career.
Although the key to the solution lies in the question itsself or a “specific effect …on his work” as stated by the question, many students missed this question more than twice and even after they were explained the correct answers. The cause to the error’s consistency is that all four choices read fine by view of grammar logic when you are not equipped with an eye on the overall EOI structure. If the question is revised into “which choice best fit the discussion here”, you may see very few students survive.
However, if you know the article’s EOI structure, this would not be your problem. The article describes the career growth of American Jazz musician Louis Armstrong, following an IE-E-S structure with merely three paragraphs. “I” stands for idea, or key idea that we just stated above. “E” stands for evidences that are generally the supporting information that discusses, describes, explains, proves or narrates the key idea. In the Armstrong article, evidences are his career life lines with an emphasis on his acquisitions and choices in musical values. After Armstrong’s musical start in New Orleans is introduced, his musical specifics along his Chicago-New York-Chicago route is discussed in detail. Thus, having a message on the “more theatrical and comedic” performance of his would be much relevant, if not perfect. Even though A and D both read very well and seem to be related to Armstrong's music career, C is specifically in topic within the paragraph. You can also confirm this if you find Armstrong’s “rhythmic but nonsensical syllables” later in the paragraph.
There are two general structures in section 2 passages, IES and IED, both in line with what we discussed in Idea Progressions (click here is you haven’t read this topic). IES is idea-evidence-summary, and IED is idea-evidence-development. The difference between summary and development is whether the passage closes the discussion or indicates an unresolved direction by the end. Considering passages are often (almost) in 4 to 5 paragraphs, variations of both structure are in place. The following three count nearly all of your SAT examples since 2016.
One most common variation is I-E-I-E-S/D. In this structure, passage throws out an initial idea in the first paragraph, then places some evidences in the second. (Sometimes, the first and second may be combined in one so that structure can be IE-I-E-S/D.) In the next paragraph, a new, often competing idea is introduced and then evidence supplied. Last paragraph serves as closing statement or further extension for the entire passage. As you may have noticed, this also looks a lot like the standard structure in our CRM model.
The second variation, even more popular, is IEI-E-E-S/D. When you see a very long beginning paragraph, sometimes takes 1/3 to 1/2 of the entire passage, that's it. In such cases, an idea (often a phenomenon or person) is introduced in the very beginning with some illustrating details. But the first paragraph generally doesn’t stop here, instead it points out a concern or question about the idea or phenomenon. It indicates but may not give out an second idea straightly in the first paragraph. The following 2-3 paragraphs go on with all the evidences, and then a closing paragraph of summary or development.
The last common variation is I-E-E-E-S/D. Unlike the first two structures where two ideas are discussed, this third one employs only one key idea but gives out a lot more supporting information. It is very common when the passage’s main objective is to explain basics of a phenomenon or object, or describe a person’s life or career. It may be needless to employ two competing ideas in such occasions. The Armstrong examples falls in this structure.
In taking a section 2 test, you shall have these structures in mind before you start to address the questions. When asked for an EOI question, identifying the paragraph in the overall structure first — being it as simple as “I”, “E” or “S/D”, or complicate as “IE” and “IEI” — will help you to make your choices. It not only helps in determining the information relevancy, it can also help to determine the location or order on a good piece of information that you sure must keep. We will talk about this in next blog.
On June 4, 2016, a question in the writing and language section of SAT helped to dismay more 80% of the students. Still, the other 20% on that day spells luck more than know. The question asked us to choose one of the provided connecting words:
Italy’s Tower of Pisa has been leaning southward since the initial stages of its construction over 800 years ago. [Indeed/Therefore/Nevertheless/However] if the tower’s construction had not taken two centuries and involved significant breaks due to war and civil unrest, which allowed the ground beneath the tower to settle, the tower would likely have collapsed before it was completed.
Almost all students were able to eliminate one option (Therefore) that suggests a consequential relation between the two sentences. Some savvy readers among the students were able to eliminate a second one (Nevertheless) that doesn’t seem to belong to the context. They didn’t know why. At last, all who come down to choose between However and Indeed felt it a mission impossible. We have no doubt that SAT has raised its standard in the language sections. Choosing a connection word is one of toughest job even for the professional writers.
Question above calls you to tell apart among the connection words. First of all you should have known that these words are divided into big functional groups such as addition, opposition, condition and conclusion. For example, “therefore” spells a connection from condition to result whereas “after all” spells conclusive summary after much of details.
When it comes to within a functional group, words are often embedded with their subtleties. It is exactly the situation among however, indeed, nevertheless and although in spelling the contrasting relations between two sentences or clauses.
1) ALTHOUGH is general use connector in the opposition group, linking two complete sentence structures in contrasting. As long as the two linked with although are complete in their sentence structure, we are good. See the example below：
- Although I've been to his house several times, I still can't remember how to get there.
- Although I haven’t been to his house for many years, I still remember how to get there.
Occasionally, although may be used to lead an adjective, participle or noun term, these terms can be easily transformed into a complete sentence by assuming the subject of the main sentence. This use is rather a style of abbreviation than a grammar rule. For example:
- Although (yogurt was) disgusting initially, yogurt soon became my favorite desert.
- Although (Steven was) a college student, Steven discovered a cancer drug that earned him a national fame.
2) HOWEVER, next in this roll, is a general use connector that often leads the message from a positive tone/feature into a negative tone/feature. Unlike although that only leads the first idea within a transition, however only leads the second idea. When people tend to give the first idea a positive tone and the second a negative one, it creates the illusion that however often leads a transition in one direction. For example:
- Steven has made all As in math throughout the semester. However, he failed his final in that class.
- Steven failed his final in math. However, he still made it an overall A with his hardworking throughout the semester.
- For thousands of years people had thought the Sun orbits the Earth. However, Copernicus found it is opposite.
This rule is not always, but often, in reality. If you use however in transition from negative to positive, you would not be necessarily wrong. So I would also treat this as a style, rather than a rule. But remember, SAT is increasingly test you on style.
3) NEVERTHELESS and INDEED are both used in transition from a negative tone or feature to a positive one. There is a subtle difference between these two. Nevertheless denotes the negative feature of something whose main feature is still positive. Indeed, on the other hand, denotes a negative feature that somehow can also be regarded as positive. Here are the examples:
- Steven failed his midterm and final in math. Nevertheless, his hardworking throughout the semester has earned enough As and extra credits to make an overall A for the class.
- Steven failed his midterm in math. Indeed, the test gave him an opportunity to reassess and improve he studied and finally succeeded in the final.
Go back to the Pisa Tower question in the beginning of this blog article. It is a negative thing that the construction of the tower took too long. But there is a positive effect of this negative—allowing the ground to settle thus preventing its otherwise collapse. So it is a positive side of a negative feature, indeed is the best.
It can be a deadly loss in your SAT grammar section when a pronoun does not have an antecedent to refer to. This particular kind of error is hard to discern because it is abundant and allowed in America’s daily communication. Teachers and parents are making the same mistakes all the time. No doubt students make it too.
(1) You heard mom and dad talk like this:
Mom: Did you call the hotel to make a reservation?
Dad: Yes, I just did. They didn’t answer. I will call them again later.
He sounds alright. But, who does “they” refer to? It seems that “they” refer to the hotel, which is a singular noun and must be referred by a singular pronoun. In this case the pronoun “they” and “them” do not have a correct antecedent.
(2) You also read the teacher commenting your final project:
You are a really talented artist. I am sure you will find more use of it in your life.
She also sounds great. But what does “it” refer to? Sounds like it is your art talent, but the precedent sentence never mentioned your talent. It only mentions “talented artist”. Here, the pronoun “it” does not have an antecedent.
No-antecedent mistakes are abundant in speaking because the right antecedent is generally easy to be assumed. This kind of mistakes does not confuse us daily. Since they’ve made along with us well, I suspect that they will become part of the English convention one day. But, before it happens, you have to remember that they are still wrong at least for the sake of SAT.
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However, there is one more form of no-antecedent that is totally wrong. And even a most liberal mind in terms English grammar like mine won’t be able to take it as part of the grammar. The presence of it in the language is always utterly confusing. Here is a couple of examples:
(a) High energy uv rays may alter the molecule components, which is harder to reverse.
This is from a practice SAT test. The pronoun “which” leads a clause, but what it defines is an absence. Neither “molecule components” nor “uv rays” is not something considered to be reversed. The only thing that can be the reversed is the fact referred by the entire main sentence. Therefore it must be corrected into the following:
High energy uv rays may alter the molecule components, creating a problem harder to reverse.
(b) Jefferson…exploited government power to the fullest in purchasing a vast piece of land that would double size of the United States.
This example comes from a high school ELA class, and is considered a student writing piece of high marks. The pronoun “that” also leads a definitive clause, but the subject it defines has a problem. "That" must define “land” preceding it, but a "land" cannot double size of the country. It is the purchase of the “land” that doubled the size of the country. So this must be revised into the following:
Jefferson…exploited executive power to the fullest in purchasing a vast piece of land, an government action that would double the size of the United States.
In both examples, the pronouns that lead the clauses refer to something, although related to, not exactly designated in the preceding sentence. We have to introduce an antecedent noun to refer to the information, thus make the sentence cohesive.
This is most deadly form of no-antecedent because it not only sounds ok but also sounds good to most of us in most of the time. Many often even the proficient and most sophisticated language users make such mistakes. They are hard to diagnose. Stay alerted when you see a definitive clause led by a pronoun underlined in your SAT.
Every new idea experiences criticism. The unified models featured in mind2learn SAT prep course as no exceptions. The doubts come in two folds. The first group brings an ideological one – how can one model solve all problems. While taking all reading passages through one CRM model is just hard to imagine, solving all math problems by mere EMM sounds totally insane. There is also a second group posing the practical question – show me the stats. Answers to both can come in one, the real results.
Here are the stats. In the SAT boot camp I am teaching in Naperville IL, students were given an entry test that is a less-known SAT mock by a well-known publisher. Then the students were lectured 5 Sunday afternoon classes covering reading and math, and provided a grammar handout for self-study. A midterm of same quality as the entry were done after the completion of five lectures, which add up to 15 hours in reading and 6 hours in math. Here below are the stats of both tests.
Stunning growths in the test scores among all students are marked in the graphs in comparison. On average, the sub-score of math increased by 110, while that of verbal by 45. Every student saw their growths on at least one subject if not both. Several students who entered the camp with mid 600s in reading saw their 700s. Surprisingly, one student who began with a 450 in math and a 520 in reading and found 690s in both subjects in the midterm. I am sure that the students have never seen the test before they were given. Isn’t it amazing?
While criticism settles, I started to ponder. There is a problem, still, when I looked at the number. Why isn’t it same 100 growth in verbal as in math? My students and their parents can be happy with the current results, but I, as the teacher, am not satiated if I see rooms to improve.
Unlike math on which all students saw significant growth in this camp, reading and writing saw mixed results. While most of students increased by more than 50, a third of the class didn’t see significant improvement. Looking into the two sections in verbal, I found the answer. Slightly more than half did not see any growth in grammar, and some of them got even worse on it.
The reason is simple – we haven’t spent time in grammar during lecture hours. I have been deeming grammar something my students can improve on their own. Spending any lecture hour on grammar is an abuse of the tuition. As a result, students were provided an 80-page grammar handout in beginning for self-study. Clearly, most of the students didn’t (want to) spend time self-study. To them, there is plenty of fun outside the books.
In trying to be most helpful (in terms of score points), I summarized the most popular losses in grammar among the students and published them in three blog articles as Top Losses in SAT Grammar (1/3), (2/3) and (3/3). These information generally covers 10-15 questions in the grammar section where each question counts 9 points to the verbal sub-score. These students were added a lecture hour based on these write-ups. If you read these carefully, you are guaranteed to see at least 50 points back in your next report. Even 100 points, if you are really careful.
Concise rules may be broken in case of...
As we noted in the concision rules, there must be some exception. Students often blindly choose the shorter option and find their mistake later. Concision rules are not always true, especially when they are in conflict with consistence rules.
Here are the most common examples that concision rules can be broken:
1) Consistence is needed when there is a parallel structure
2) Consistence to be kept when there is an apposition structure
3) Consistence to be kept with other part of the sentence
4) Consistence with general tone of the passage
When the general tone is in certain verb tense, voice, mood, or other style choice of the author. (Sorry, no example provided here!)