To start, I’m part of the luckiest 1% in the world in that I’m pursuing higher education at the University of Victoria. And, in all honesty, I’m attacking third year with the fear that my degree will land me a job as a cat food quality controller. Which, I am told, is completely normal. Although I was immediately accepted into the Writing program, I floated through Sociology, Anthropology, Fine Arts and Theatre in first year. Since then, I’ve dropped and picked up classes, changed and re-arranged majors and today I’m officially registered as a Writing major with a minor in Political Science. Go me.

I lived in residence during first year, which was both entertaining and tiring. I was surprised and comforted by the hysteric scramble for new friendships during the first week. My room was small (my fault for trying to stuff my entire life in it) but livable. Residence food was dangerously delicious but I soon began to resemble a blimp and split my free gym pass in half from overuse. I also learned that perfectionism is a lost cause in university. Try to finish every reading. Just try.

I moved off campus for second year with three girls that I met in residence. We left the search for housing until the end of summer and the result was expensive, shag-carpeted, far from campus living. Second year was hectic; I joined the Peer Helping program. It made campus less intimidating and revealed hidden useful resources. This small community provided new relationships and an on-campus job. Keeping myself busy with volunteering and dynamic classes maintained my health and happiness.

The beginning of third year was tough. University life can become isolating if you’re not involved or surrounded by bad influences. I took to writing alone in my attic room which inevitably led to a diet of Kim Chi, deflated grades and insurmountable grumpiness. In second semester I moved into a house with seven other students and started exercising my mental, social and physical strength again. Surrounding myself with driven, fun, positive people has lifted my spirits and my grades. My program is providing more challenges and competition, temporarily alleviating my fears of a future career with IAMS.

University has treated me fairly well so far. Knock on wood.

Some quick pointers to help you decide are as follows:

• SAT questions are generally multiple-choice in format and require student-produced responses. ACT questions seem to be easier and straightforward to understand compared to SAT questions, which test reasoning and solving-problems skills. The SAT is a punitive exam taking away a quarter point for each wrong answer. ACT does not take points away for wrong answers.
• The SAT has 3 main content areas that are divided into 10 smaller sections. Some might find it harder to shift from Critical Reading, to Math and to Writing and back to Reading in short 20 or 25-minute segments. The ACT has 5 sections that include Science and therefore, tests more subject areas of the curriculum. The ACT tests reading comprehension and reasoning skills in science passages, which might be more suited for students who like science.
• The SAT Math includes data analysis, statistics and probability. The ACT tests trigonometry in addition to algebra and geometry.
• The ACT Reading passages are from subject fields in social studies, the natural sciences, prose fiction and the humanities. The SAT has a greater emphasis on vocabulary, while the ACT focuses more on rhetoric.
• The 30-minute SAT Essay is required while the 25-minute ACT writing is optional. Most universities require students to take the ACT writing section.

The majority of US four-year colleges and universities require the SAT or the ACT for admissions and placement. Start early – join our SAT or ACT prep sessions today!

1.    Full Length Practice Exams and Debriefs

This option includes a 4-hour exam (SAT or ACT), exam marking (including customized essay marking), and a 2.5-hour debrief. Students are each given a cover sheet to help them understand their successes and what they need to work on. We recommend EVERYONE (even those who have completed a PSAT) take the first practice exams for both the SAT and the ACT. This is the best way to get a baseline score early. In order to get an accurate estimate of a student’s abilities, we use only officially released SAT and ACT exams. This is the best “bang for your buck” prep wise, and the most crucial element of prep.

2.   Group Sessions

Group sessions are structured to conquer the elements of the exam: test taking strategies, reading, vocabulary, math, writing, essays, and science (for the ACT). Students can attend each session or pick and choose what they need. Content is unique for each session and never repeated. Each session is 2 hours in length. Sessions will be on Tuesdays from February to June.

3.    SAT and ACT Super Weekends

These are a week’s worth of prep sessions fit into a weekend and designed to deliver a concentration of exam prep. They will be divided into four sections and take place on Saturdays and Sundays from 9:00 AM-4:00 PM (with a break from 12:00 PM-1:00 PM for lunch each day). Each super weekend will cover different material, so students are encouraged to come to as many sessions as they need.

4.    Individual Sessions

It is also possible to book one-on-one prep time and individual test debrief sessions with Options Solutions consultants. There is limited availability for one-on-one sessions, so if you are interested, please contact us immediately.

Please visit our online calendar for times and dates.  Please contact our office at info@optionssolutionsed.com to reserve a space.

The four multiple-choice test sections of the ACT takes about 3 hours, 30 minutes to complete:

• The 75-question English test (45 minutes) evaluates the student’s understanding of conventional language skills with respect to the use of punctuation, grammar and sentence structure in context. The rhetorical skills of strategy to achieve the writer’s purpose, the organization of ideas and the effectiveness of sentence elements with regards to essay style and tone. Vocabulary, spelling and rules of grammar are not tested. A total test score (1-36), a Usage/Mechanics sub-score (1-18) and the Rhetorical Skills sub-score (1-18) are all reported.
• In 60-minute Mathematics section assesses skills in six areas that are normally covered by the end of Grade 11: Pre-algebra, elementary algebra, intermediate algebra, coordinate geometry, plane geometry and trigonometry. Knowledge of the basic formulas and calculation skills are tested in the 60 multiple-choice questions. The total Math score ranges for 1 – 36. In addition, three sub-scores in the six topic areas between 1 and 18 each are also reported.
• The 40 questions in the Reading section asks the test-taker to extract meaning from passages taken from the areas of social studies, natural sciences, prose fiction and the humanities. In 35 minutes, the student is required to use reasoning to identify each text’s in-depth meaning and come to conclusions, draw comparisons and make appropriate generalizations. Three scores including a total section score (1-36), a sub-score in Arts/Literature reading skills (1-18), and a sub-score in Social Studies/Science reading skills. (1-18) are reported.
• The 35-minute Science section has 40 questions that assess how the student interprets, analyses, evaluates, reasons and solves problems in the natural sciences. The test is made up of scientific information derived from the curricular topics of biology, chemistry, physics and earth/space sciences. Examining data, understanding research summaries and critically thinking about conflicting hypotheses and resulting viewpoints are required. Only one science score ranging from 1 – 36 is reported.

After the taking the ACT, the test-taker will receive a Composite Score of 1 – 36, which is an average of the English, Mathematics, Reading and Science test scores.

The ACT has an optional 30-minute Writing Test that measures a student’s writing skills in responding to a question prompt by taking a point of view and addressing the issue presented. Like the SAT Subject Tests, scored from two markers from 2 – 12 and combined with the English Test on a 1-36 scale, the ACT Writing Test is not required for entry to all colleges, so it’s best to check with each institution to see if it’s necessary to take it. You can check the Writing Test requirements by colleges by going to: www.actstudent.org.

Over a period of 3 hours and 45 minutes, SAT test-takers will complete the following sections:

1)    Writing: This section presents a combination of multiple-choice questions on grammar usage and an essay component. These multiple-choice questions test students on sentence and paragraph improvement and error identification. Often the first section of the SAT, the 25-minute essay allows test-takers to show how they can develop and express their ideas effectively in a piece of extended writing by responding to a given prompt. To be successful, it is important to build on a topic viewpoint in a logical way and use supporting examples and details clearly with proper use of language. An effective and concise essay should display sound organizational structure of the writer’s main ideas by addressing the elements of the prompt.

2)    Critical Reading: Reading comprehension and vocabulary skills are tested in these multiple-choice answer sections. Test-takers will need to read short and extended passages for main ideas and subtleties and complete sentences by drawing from the content and topical details. Having some understanding of literary devices, such as metaphor, exaggeration, comparison and contrast, will be beneficial for analyzing and interpreting the purpose of particular sentences or the author’s point in the paragraphs.

3)    Mathematics: An array of mathematical concepts and topics are tested with reference to key knowledge and skills from the secondary school curriculum. These sections include both free-response and multiple-choice questions on solving problems in arithmetic, geometry, algebra, scattered plots, probability and statistics.

Altogether, there are ten separately timed sections on the SAT, which include one 25-minute essay, six 25-minute sections, two 20-minutes and one 10-minute section. Each of the above three major sections is scored on a scale from 200 to 800, for an accumulated maximum of 2400. The Writing section has two sub-scores: the essay is graded from 2 to 12 (a combined score given by two readers that each marks from 1 to 6) and the multiple-choice sub-score ranges from 200 to 800.

Previously called the “SAT II” exams, The SAT Subject Tests are content-specific tests that give students the opportunity to showcase their academic strength across a range of 20 subjects from English Literature to Ecological Biology. The Subject Tests of their choice are written by first-year applicants to demonstrate how prepared they are for a particular area of study at the college level. Not all U.S. colleges will require them for admission, so it’s best to check with each institution regarding how many subject tests are needed, which can range from zero to three.

Watch this spot for more information on how to prepare for the SAT.

At the S.U.C.C.E.S.S. Education Fair in downtown Vancouver last Saturday, December 3^rd, Melinda Giampietro of Options Solutions identified and outlined some key and “tip factors” that would help US-bound students to be more successful at applying to higher education institutions in the States. With the number of seats in colleges staying pretty much the same, the growth in applicant pool including an increased influx of international students, grade inflations, re-scaled SAT, more overachieving kids and high-volume applications to multiple schools have all contributed to making the selection process more challenging and college admissions more competitive.

“Since 1993, grades in college prep courses have remained the number one factor in the decision about whom to admit to college,” says NACAC, State of College Admissions. But beyond standardized admissions tests scores such as the SAT and the ACT and these high school cumulative GPAs, a fair amount of emphasis is also placed on “academic factors” that add context to the academic record. These supplementals include the student’s class rank, the application essay (and writing samples), and the teacher and counsellor letters of recommendation. Thrown into the mix are “non-academic” factors that account for the applicant’s involvement in extra-curricular activities, work and volunteer experience and demonstrated “interestability” which would help to round off of the individual’s profile in the critical eyes of admissions officers. Additional attractive qualities and abilities that set the candidate apart from others, referred to as “hooks”, can truly boost their chances if their special talents, outstanding achievements and awards, athletic prowess, alumni connection and legacy, published works are highlighted and conveyed to the admissions team.

So, if your goal is to pursue your university studies in the States, prepare well by taking inventory of your academic accomplishments and your equally-important non-academic involvements, adding to them where possible, and put together an application profile that they can’t refuse.

• I came into the test purposely not having studied in order to lower my SAT stress in the future. The idea is that this is the worst I can do; I can only get better from here.
• I know my strengths, and I know my weaknesses, and I know what sections I need to study. The problem is how to study.
• I went into the PSAT not knowing any strategies, but during it, I realized how helpful learning knowing strategies could be.
• The reading sections and the math sections are the toughest. The writing went by quickly, but I didn’t do as well as I’d hoped.
• The reading passages were the hardest. I know I need better strategies to beat these, but they just take so long.
• I can see that this is a standardized test: I can tell what I am being tested on, and I can tell how they are doing it. Now I just need the strategies and the practice to beat it.

A lot of SAT tutors would agree that the PSAT not only prepares students for the format and material covered on the SAT, but also acclimates them to the stress and nerves involved in taking a test of this scope. It is the self-educating process that comes from taking the PSAT that is important. By going blindly (or not) into the test, students often leave with a realization of the importance of developing test-taking strategies. Whether these strategies are for reading passages or for answering multiple choice questions, a personal realization of this kind may motivate students to get the help they need, or simply to develop some personal strategies to allow them to remain focused and active during the test. By taking the PSAT, students get the chance to hone their skills and become comfortable with them in order to eventually walk into the SAT confident and nerve-free.

1)   The Common Application – US Admissions (10.30 – 11.15am)

• Overview of Common App sections
• Subjective and objective pieces: Essays vs SATs
• Additional Information section

2)   Trends in Canadian Post-Secondary Education (1.15 – 2.00pm)

• Applying to university or college
• Post-Secondary options
• Course planning, requirements and deadlines

Event venue: S.U.C.C.E.S.S. Social Service Centre, 28 West Pender St., Room 109

Come and join us at this event!

The “Improve Your Skills” part of your report targets areas where you could improve your performance by giving you specific tips. For example, if you got questions 13, 15 and 17 incorrect in your Math section, you might have encountered problems with dealing with basic statistics, probabilities, graphs and charts on the test. The suggestion for improvement might be for you to practice doing problem-solving questions that involve basic probability, counting, and finding the arithmetic mean, median, and mode. You could look at charts, tables and graphs in online articles, magazines, and newspapers and practice interpreting the data presented in them.

Depending on how you performed, for example, the skills suggested for improvement in Critical Reading could include any or a few of the 21 academic strategies for this section: understanding tone, main ideas, and difficult vocabulary; determining an author’s purpose or viewpoint; applying ideas presented in a reading passage; comparing and contrasting ideas presented in two passages; or distinguishing conflicting perspectives. For your Writing, you might want to work on a number of skills for written clarity and conciseness such as recognizing logical connections within sentences and passages, following conventions in writing, or understanding the structure of sentences with abstract ideas.

Making a conscious effort to identify key areas in your PSAT to improve on will pay dividends later when you prepare for your SATs.

1) What led you to apply for a position at Options Solutions? Having worked as a university guidance counsellor and career advisor for over 12 years, I knew I wanted to continue helping high school students with planning for a career and seeking the right post-secondary education programs that best fit them. Choosing the right courses and preparing well for university or college can be a daunting and complex task. With my extensive knowledge and expertise, I hope to be able to assist students in making the right choice as they continue their studies in higher education, paving the path to a rewarding career

2) How would you describe your first month at Options Solutions? The professional consultants at Options Solutions have been tremendously welcoming and supportive in helping me get started. My first month at Options Solutions has been truly fulfilling and rewarding as I was able to transition smoothly to helping students and their parents with career planning and university or college applications. As a valued member of the OS team, I was able to contribute my experience with the PSAT and SAT by giving some useful, test-taking tips on our blog, and assist with our writing and application workshops. I have been privileged to attend this year’s UBC Counsellor’s Event, the Canadian Universities Event, and host a number of university visits at our West Vancouver office, which included the University of Victoria, University of Calgary, Bishop’s and Concordia universities. Hearing about the undergraduate program updates first hand and connecting with the student recruitment representatives in person have helped me to stay current with the latest admissions requirements and the new courses on offer.

3) What inspired you to go into education? I have always been curious about learning and the ways of learning. I did not come to realize what ‘life-long learning’ meant until I went into teaching. When I started out at UBC as an undergrad, I wanted to apply and share the knowledge I learned in a way that would directly benefit those who thrive on it, or even have a thirst for it. One summer, working as an ESL teaching assistant at the UBC English Language Institute, I discovered that special connection which fuels the teaching-learning process when I was leading a current affairs class. The way I approached the lesson brought on natural, unprompted discussions, focussing on the specialized vocabulary, written conventions and layouts that were key to successful Western news reporting and editorials. The students were picking up essential language points to improve their English usage because being able to talk about the news in an intelligent manner and give their opinions mattered to them. I was surprised at how as a facilitator I was able to make an impact on how information was learned. From there, I found my passion in teaching and went on to earn a B.Ed. degree in Secondary Science and Math Education and an M.A. in English Language Teaching. Throughout my career in Education, I have enjoyed being the Head of ESL at Richmond Secondary School and an English lecturer at the Hong Kong Polytechnic University, where I conducted research in language education. My vested interest in this field has also led me to recently complete the BC Principals’ and Vice-Principals’ Association course in order to gain more theoretical and practical knowledge about BC schools and to keep up-to-date on the emerging trends in learning..

4) What advice would you give to high school students today? I would advise students in their senior years of high school to think about some program choices at the post-secondary level well before Grade 12 by having an earnest discussion about their career plans with their family and friends. Students in Grade 11 can start to identify their subject strengths and work hard to improve their performance in those courses they struggle with. To be well informed about their university program options, students can do research and attend university information sessions when available. Armed with this knowledge, students should find it easier to select Grade 12 subjects that cater to their strengths, and this would open up more academic pathways come time for university choice and application. Research is key!