The post Select Your Section Order on the New GMAT appeared first on Veritas Prep Blog.

]]>The bad news? Now in addition to the 37 Quant questions, 41 Verbal questions, 12 Integrated Reasoning questions, and Essay, you have one more question you have to answer. But don’t stress – here’s an analysis of how to make this important decision:

Most importantly: statistically, the order of the sections on the GMAT does not matter. GMAC ran a pilot program last year and concluded that reordering the sections of the exam had no impact on scores. So there is no way you can make this decision “wrong” – choosing Quant first vs. Verbal first (or vice versa) doesn’t put you at a disadvantage (or give you an advantage). The only impact that this option will have on your score is a psychological one: which order makes you feel like you’re giving yourself the best shot.

Also hugely important: make sure you have a plan well before test day. Selecting your sections has great potential to give you confidence on test day, but you don’t want the added stress of one more “big” decision on test day or even the day before. Make your plan at least a week before test day, take your final practice test(s) in the exact order you’ll use on the real thing, and save your decision-making capacity for test questions. A great option for this is the Veritas Prep practice tests, which are currently the only GMAT practice tests in the industry that let you customize the order of your test like the real exam.

And now for the ever-important question on everyone’s mind: in what order should I take the sections? Make sure that you recognize that you only have three options:

- Analytical Writing Assessment, Integrated Reasoning, Quantitative, Verbal (original order)
- Verbal, Quantitative, Integrated Reasoning, Analytical Writing Assessment
- Quantitative, Verbal, Integrated Reasoning, Analytical Writing Assessment

Note that you don’t have the option to split up the AWA and IR sections, and that the AWA/IR block comes either first or last: Quant and Verbal will remain adjacent no matter what order you choose, so you can’t plan yourself a nice “break” in between the two.

Also, recognize that all test-takers are different. As there is no inherent, universal advantage to one order versus the other, your decision isn’t so much “Quant vs. Verbal” but rather “stronger subject vs. not-as-strong subject.” You can fill in the names “Quant” and “Verbal” based on your own personal strengths. For this analysis, we’ll use “Stronger” and “Not as Strong” to refer to your choice between Quant/Verbal, and “AWA/IR” as the third category.

Traditionally, one of the biggest challenges of the GMAT has been related to stamina and fatigue: it’s a long test, and by the end people are worn out. And over the last 5 years, the fast-paced Integrated Reasoning section has also proven a challenge – very few people comfortably finish the IR section, so it’s quite common to be a combination of tired and demoralized heading into the Quant section. Plus, let’s be honest: the IR and AWA scores just don’t matter as much as the Quant/Verbal scores, so if stamina and confidence are potentially limited quantities, you want to use as much of them as possible on the sections that b-schools care about most.

*Who should take AWA/IR first?*

**Non-native speakers for whom the essay will be important**. The danger of waiting until all the way at the end of the test to write the essay is that doing so increases the difficulty of writing clearly and coherently: you’ll just be really tired. If you need your AWA to shine and you’re a bit concerned about it as it is, you may want to attack it first.

**Not-morning-people with first-thing-in-the-morning test appointments**. If you got stuck with a test appointment that’s much earlier than the timeframe when you feel alert and capable, AWA/IR is a good opportunity to spend an hour of extended warmup getting into the day. If you have a later test appointment and still want a warmup, though, you’re better served doing a few practice problems before you head to the test center.

**1) You like a good “warmup” to get started on a project**. At work you typically start the day by responding to casual emails or reading industry news, because you know your most productive/creative/impactful work will come after you’ve taken a bit of time to get your head in the game. Playing to your strength first will let you experience early success so that your mind is primed for the tougher section to come.

**2) You want to start with a confidence booster**. Test-taking is very psychological – for example, studies show that test results are significantly impacted when examinees are prompted beforehand with reasons that they should perform well or poorly. Getting started with a section that reminds you that “you’re good at this!” is a great way to prime your mind for success and confidence.

**3) You need your stronger section to carry your overall score**. Those with specific score targets often find that the easiest way to hit them is to max out on their better score, gaining as many points as possible there and then hoping to scrounge up enough on the other section to hit that overall threshold. Doing your strength first may help you hit it while you’re fresh and gather up all those points before you get worn down by other sections. (Be careful, though: elite schools tend to prefer balanced scores to imbalanced scores, so make sure you consider that.)

**1) You’re a fast starter**. If like to hit the ground running on projects or workdays, you may want to deal with your biggest challenge first while you’re freshest and before fatigue sets in.

**2) You hate having stress looming on the horizon**. Similarly, if you’re the type who always did your homework immediately after school and always pays your bills the day you get them, there mere presence of the challenge waiting you could add stress through the earlier sections. Why not confront it immediately and get it over with?

**3) Your test appointment is late in the day**. If you’ve been waiting all day to get the test started, you’ve likely been anxious knowing that you have a major event in front of you. Warm up with some easier problems and review in the hour before the test and attack it quickly.

**4) You’re retaking the test to specifically improve that section**. In some cases, students are told that they can get off the waitlist or will only be considered if they get a particular section score to a certain threshold. If that’s you, turn that isolated section into a 75-minute test followed by a couple hours of formality, instead of forcing yourself to wait for the important part.

**5) You crammed for it**. We’ve all been there: your biology midterm is at 11am but you have to go to a history class from 9-10:30, and all the while you’re sitting there worried that you’re losing the information you memorized last night. If you’re worried about remembering certain formulas, rules, or strategies, you might as well use them immediately before you get distracted. Note: this does not mean you should cram for the GMAT! But if you did, you may want to apply that short-term memory as quickly as possible.

If the above reasons leave you conflicted, Veritas Prep recommends doing the Verbal section first. The skills required on the Verbal section are largely about focus – noting precision in wording, staying engaged in bland reading passages, switching between a variety of different topics – and focus is something that naturally fades over the course of the test. The ability to take the Verbal section when you’re most alert and able to concentrate is a terrific luxury.

Ultimately it’s best that you choose the order that makes you personally feel most confident, but if you can’t decide, most experts report that they would personally choose Verbal first.

Because, statistically, the order of the sections doesn’t really matter, the only thing that matters in your section order is what makes you feel most confident and comfortable. So recognize that you cannot make a bad decision! What’s important is that you don’t let this decision add stress or fatigue to your test day. Make your decision at least 2 practice tests before the real thing, considering the advice above, and then don’t look back. The section selection option is a great way to ensure that your test experience feels as comfortable as possible, so, whatever you choose, believe in your decision and then go conquer the GMAT.

*Getting ready to take the GMAT? Prepare for the exam with a computer-adaptive Veritas Prep practice test – the only test in the industry that allows you to practice section selection like the real exam! And as always, be sure to follow us on Facebook, YouTube, Google+, and Twitter for the latest in test prep and MBA admissions news.*

The post Select Your Section Order on the New GMAT appeared first on Veritas Prep Blog.

]]>The post Using “Few” vs. “A Few” vs. “Quite a Few” in a GMAT Verbal Question appeared first on Veritas Prep Blog.

]]>*“Few”*, when used without a preceding “a”, means “very few” or “none at all”. “Few” is a negative, which puts the quantity of what you are describing near zero.

On the other hand, “*a few”* is used to indicate “not a large number”. “*A few”* also indicates a small approximate number, but it is positive nonetheless.

The difference between the two is subtle, yet there are instances where the two can mean completely opposite things. For example, “I have a few friends” is the same as saying “I have some friends”. “I have few friends”, however, implies that I have *only* very few friends (as opposed to many). It can also imply that I don’t feel very well about it, and I wish I had more friends.

Also, note that there is a very common expression, “quite a few”, which looks like it could mean “rather few” or “very few”, but it does not. It actually means the exact opposite: “a large or significant number” or “many”. So saying, “I have quite a few friends,” is the same as saying “I have quite a lot of friends”.

Here are a few other simple examples:

- A few people think that red wine is healthy.
- This implies some people think that red wine is healthy.

- Few people think that red wine is healthy.
- This implies only very few people, a very small number, think that red wine is healthy; most think that it is not.

- Quite a few people think that red wine is healthy.
- This implies many people, a large number, think that red wine is healthy.

Let’s examine an official Critical Reasoning question in which confusion among these terms could lead to an incorrect answer:

*Until now, only injectable vaccines against influenza have been available. They have been primarily used by older adults who are at risk for complications from influenza. A new vaccine administered in a nasal spray form has proven effective in preventing influenza in children. Since children are significantly more likely than adults to contract and spread influenza, making the new vaccine widely available for children will greatly reduce the spread of influenza across the population. *

*Which of the following, if true, most strengthens the argument?*

*(A) If a person receives both the nasal spray and the injectable vaccine, they do not interfere with each other. *

*(B) The new vaccine uses the same mechanism to ward off influenza as injectable vaccines do. *

*(C) Government subsidies have kept the injectable vaccines affordable for adults. *

*(D) Of the older adults who contract influenza, relatively few contract it from children with influenza. *

*(E) Many parents would be more inclined to have their children vaccinated against influenza if it did not involve an injection. *

Let’s break down the argument of this passage first. We are given following premises:

- Until now, only injections of the influenza vaccine were available.
- These injections were primarily used by older adults.
- Now nasal sprays are available that prevent influenza in children.
- Children are more likely to contract and spread influenza.
- Conclusion: If nasal sprays are made available for children, it will greatly reduce the spread of influenza across the population.

Does something come to mind when you read this conclusion? What initially came to my mind was that if children are most likely to contract and spread influenza, they should have just been given the injections and that would have prevented the spread of disease across the population. Why is it that the availability of a nasal spray will prevent the spread of influenza but injections have not been able to do this?

We need to strengthen the argument, so we should focus on our conclusion and find out what will strengthen it the most. Let’s go through each of the answer choices:

*(A) If a person receives both the nasal spray and the injectable vaccine, they do not interfere with each other.*

If a person has already been given an injection, he or she is immune to influenza – taking the nasal spray on top of this will not have any impact on his or her immunity. This option is irrelevant to the argument, thus A cannot be our answer.

*(B) The new vaccine uses the same mechanism to ward off influenza as injectable vaccines do.*

This answer choice only says that the nasal sprays work in the same way the injections do. We are not told exactly why injections could not prevent the spread of influenza while the nasal spray will, so this option is also not correct.

*(C) Government subsidies have kept the injectable vaccines affordable for adults.*

This option tells us that the subsidies have kept injections affordable for all older adults, but it doesn’t say anything about the cost of the nasal spray. If, instead, this option stated, “Injections are very expensive but nasal spray is a cheap alternative”, it might have made a stronger contender, however we do not know whether cost is a factor that parents consider at all when getting their children vaccinate (to make this option the correct answer, we might even have to add something like, “Parents are not willing to get their kids immunized if the vaccine is very expensive”). As is, however, this answer choice is not correct.

*(D) Of the older adults who contract influenza, relatively few contract it from children with influenza.*

Here is the trick – many test takers feel that this option is like an assumption, and hence, it certainly strengthens the conclusion. “Few” is assumed to be “some”, so it seems to them that this option is saying, “Some older adults do contract influenza from children”. It certainly seems to be an assumption, since that is how the spread of influenza will reduce across the population of older adults.

We know, however, that “few” actually means “hardly any” or “near zero”. If few (near zero) older adults catch flu from children, it doesn’t strengthen the conclusion. If anything, it has the opposite effect since the older adults will be unaffected, and hence, it is unlikely that the spread of influenza will reduce across the population. Because of this, option D is not correct.

*(E) Many parents would be more inclined to have their children vaccinated against influenza if it did not involve an injection.*

Now this is what we are looking for – a reason why parents don’t give influenza shots to their kids but will be willing to give them nasal sprays. Parents don’t like to give shots to their kids (could be due pain associated with a shot or whatever, the reason why doesn’t really matter here), but now that a nasal spray version of the vaccine is available, they will be more inclined to get their kids vaccinated. This will probably help prevent the spread of influenza across the population. The correct answer, therefore, is E.

*Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on Facebook, YouTube, Google+, and Twitter!*

*Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the **GMAT** for Veritas Prep and regularly participates in content development projects such as this blog!*

The post Using “Few” vs. “A Few” vs. “Quite a Few” in a GMAT Verbal Question appeared first on Veritas Prep Blog.

]]>The post How to Quickly Interpret Ranges of Variables in GMAT Questions appeared first on Veritas Prep Blog.

]]>To start off, let’s take a look at an example problem:

*If it is true that z < 8 and 2z > -4, which of the following must be true?*

*(A) -8 < z < 4*

*(B) z > 2*

*(C) z > -8*

*(D) z < 4*

*(E) None of the above*

Given that z < 8 and 2z > -4, we know that z > -2. This means -2 < z < 8. z must lie within that range, hence z can take values such as -1, 0, 5, 7.4, etc.

Now, which of the given answer choices would hold true for ALL such values? Let’s examine each option and see:

*(A) -8 < z < 4*

We know that z may be more than 4, so this range does not hold true for all possible values of z.

*(B) z > 2*

We know that z may be less than 2, so this also does not hold true for all possible values of z.

*(C) z > -8*

No matter what value z will take, it will always be more than -8. This range holds true for all values of z.

*(D) z < 4*

We know that z may be greater than 4, so this does not hold for all possible values of z.

Our answer is C.

To understand this concept more clearly, let’s use a real life example:

*We know that Anna’s weight is more than 120 pounds but less than 130 pounds. Which of the following is definitely true about her weight?*

*(A) Her weight is 125 pounds.*

* (B) Her weight is more than 124 pounds.*

* (C) Her weight is less than 127 pounds.*

* (D) Her weight is more than 110 pounds.*

Can we say that her weight is 125 pounds? No – we just know that it is more than 120 but less than 130. It could be anything in this range, such as 122, 125, 127.5, etc.

Can we say that her weight is more than 124 pounds? This may be true, but it might not be true. Knowing our given range, her weight could very well be 121 pounds, instead.

Can we say her weight is less than 127 pounds? Again, this might not necessarily be true. Her weight could be 128 pounds.

Now, can we say that her weight is more than 110 pounds? Yes – since we know Anna’s weight is between 120 and 130 pounds, it must be more than 110 pounds.

This question uses the same concept as the first question! If you look at that question again, it will hopefully make much more sense. Now try solving this example problem:

*If 1/55 < x < 1/22 and 1/33 < x < 1/11, then which of the following could be the value of x?*

(i) 1/54

(ii) 1/23

(iii) 1/12

*(A) Only (i)*

* (B) Only (ii)*

* (C) (i) and (ii)*

* (D) (ii) and (iii)*

* (E) (i), (ii) and (iii)*

In this problem, we are given two ranges of x. We know that 1/55 < x < 1/22 and 1/33 < x < 1/11, so x is greater than 1/55 AND it is greater than 1/33. Since 1/33 is greater than 1/55 (the smaller the denominator, the larger the number), we just need to know that x will be greater than 1/33.

We are also given that x is less than 1/22 AND it is less than 1/11. Since 1/22 is less than 1/11, we really just need to know that x is less than 1/22.

Hence, the range for x should be 1/33 < x < 1/22. x could take all values that lie within this range, such as 1/32, 1/31, 1/24, 1/23, etc.

Looking at the answer choices, we can see that 1/54 and 1/12 (i and iii) are both out of this range. Therefore, our answer is B.

If we go back to our real life example, this is what the question would look like now:

*We know that Anna’s weight is more than 110 pounds but less than 130 pounds. We also know that her weight is more than 115 pounds but less than 140 pounds. Which of the following is definitely true about her weight?*

*(A) Her weight is 112 pounds.*

* (B) Her weight is 124 pounds.*

* (C) Her weight is 135 pounds.*

We are given that Anna’s weight is more than 110 pounds and also more than 115 pounds. Since 115 is more than 110, we just need to know that her weight is more than 115 pounds. We are also given that Anna’s weight is less than 130 pounds and also less than 140 pounds. Since 130 is less than 140, we just need to know that her weight is less than 130 pounds.

Now we have the following range: 115 pounds < Anna’s weight < 130 pounds. Only answer choice B lies within this range, so that is our answer.

We hope you see that evaluating ranges of numbers on GMAT questions is not difficult when we consider them in terms of a real life example. The same logic that we use in the simple weight problem is also applicable when algebraic data is given.

*Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on Facebook, YouTube, Google+, and Twitter!*

*Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the **GMAT** for Veritas Prep and regularly participates in content development projects such as this blog!*

The post How to Quickly Interpret Ranges of Variables in GMAT Questions appeared first on Veritas Prep Blog.

]]>The post Average Princeton SAT Scores appeared first on Veritas Prep Blog.

]]>**The Average SAT Score at Princeton**

When looking at students accepted to Princeton, average SAT scores range around 2250 for the old version of the SAT (the average score for the new version of the SAT will probably be around 1520 – the school has yet to disclose this). This score places a student in the 99th percentile of test-takers. Again, this score is based on the scoring system for the current SAT – the highest possible score that a student can earn on the current version of the SAT is 1600.

**How to Achieve an Impressive SAT Score**

When it comes to gaining admission to Princeton, SAT scores can carry weight with admissions officers. While there’s no official cutoff, a strong score can do nothing but help a strong application overall. Fortunately, there are several things students can do to prep for the test and earn an impressive score. One of the most valuable resources a student has is a practice test. A student can pinpoint which subjects they need to work on by examining the results of a practice test. This is an effective way for students to achieve the score they need to feel confident about applying to Princeton. Average SAT scores for Princeton students are high but may be achieved with persistent, focused study. At Veritas Prep, we offer students both online and in-person study options to help them prepare for the SAT. We recognize the level of study necessary for students who want to apply to Princeton: SAT scores can play a critical part in the final decision of admissions officers, after all. Our prep courses provide students with test-taking tips and strategies they can use to simplify questions and showcase their strengths in every subject on the SAT.

**What Other Factors Are Considered by Admissions Officers at Princeton?**

Certainly, an SAT score of 2250 or higher is a plus on any student’s application to Princeton. But a student’s SAT score is just one of many things considered by admissions officers. They also look at a student’s grades in high school as well as the types of classes taken by the individual. Did a student take advanced courses throughout high school? If so, this demonstrates a student’s intellectual curiosity and willingness to push their skills to the limit. A student’s application essay is another element that carries a lot of weight with admissions officers. In fact, a student’s essay gives officials insight into the person’s character and motivations. It allows admissions officers a look at the person behind the test scores and transcripts. Extracurricular activities and recommendation letters also play a part in the evaluation process. Princeton admissions officers are looking to fill all of the spots in a freshman class with students who are most likely to strive for great success at the school.

For students who want to go to Princeton, SAT requirements can seem daunting. Naturally, ambitious students want to do all they can to live up to the high academic standards set by the officials at Princeton. SAT subject tests are also a consideration for high school students who want to apply to this prestigious university. Admissions officers at Princeton recommend that applicants take two SAT subject tests. Students who want assistance preparing for the SAT as well as the SAT subject tests can get the help they need from our talented team of instructors at Veritas Prep. Each of our instructors scored in the top one percent of individuals taking the SAT. This means that high school students who work with our professional instructors are learning from the best! Along with solid academic assistance, our instructors are experts at supplying students with the support and encouragement they need to succeed. Contact Veritas Prep today and let us help you prepare for and master the SAT.

The post Average Princeton SAT Scores appeared first on Veritas Prep Blog.

]]>The post Quarter Wit, Quarter Wisdom: Ignore the Diagram in That GMAT Geometry Question! appeared first on Veritas Prep Blog.

]]>But sometimes, the GMAT Testmakers give such diagrams that we wish we were not given the diagram at all. In fact, the addition of a diagram – something that often simplifies our questions – can take the difficulty of the question to a whole new level. By now you are probably thinking that I am surely exaggerating, so I will proceed with an example.

Try to figure this out: when the figure given below is cut along the solid lines, folded along the dashed lines, and then taped along the solid lines, the result is a model of a geometric solid.

Now, can you use your imagination and figure out what kind of a geometric solid you will get in this case? Don’t go ahead just yet – first, give it a shot for a few minutes:

To be honest, I have given it a try and it is certainly not easy. I will know for sure only when I actually carry out the aforementioned steps – cut the paper along the solid lines, fold along the dashed lines and then tape up along the solid lines. Without carrying out the steps I am not sure exactly what kind of a figure I will get.

So the test maker comes to our rescue here. Here is the complete question:

*When the figure above is cut along the solid lines, folded along the dashed lines, and taped along the solid lines, the result is a model of a geometric solid. This geometric solid consists of two pyramids each with a square base that they share. What is the sum of number of edges and number of faces of this geometric solid?*

*(A) 10*

*(B) 18*

*(C) 20*

*(D) 24*

*(E) 25*

The Testmaker specifies what kind of a figure we get – two pyramids, each with a square base that they share. Figuring this out in one minute without an actual paper and scissor at hand would need extraordinary skill. Many test-takers spend precious minutes trying to make sense of the given diagram, but in problems like this, it should be completely ignored because we already know what it will look like – two pyramids with a common square base.

This, we understand! We know what a pyramid looks like – triangular faces converge to a single point at the top with a polygon (often a square) base. We need two pyramids joined together at the base.

This is what the solid will look like:

Just the 4 triangular faces of each of the two pyramids (8 triangles total) will be visible. Since they will share the square base, the base will not be visible. Hence, the figure will have 8 faces.

Now let’s see how many edges there will be: to make the top pyramid, four triangular faces join to give four edges. To make the bottom pyramid, another four triangular faces join to give four more edges. The two pyramids join on the square base to give yet another four edges.

So all in all, we have 4 + 4 + 4 = 12 edges

When we sum up the faces and edges, we get 8 + 12 = 20

The question is much more manageable now. All we had to do was ignore the diagram given to us!

*Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on Facebook, YouTube, Google+, and Twitter!*

*Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the **GMAT** for Veritas Prep and regularly participates in content development projects such as this blog!*

The post Quarter Wit, Quarter Wisdom: Ignore the Diagram in That GMAT Geometry Question! appeared first on Veritas Prep Blog.

]]>The post Understanding the Changes to the U.S. Visa Process appeared first on Veritas Prep Blog.

]]>Of most critical importance to the world of MBA admissions is how this affects the ability for international students to secure employment post-graduation. Many international MBA applicants rely on the H-1B visa to offer them a chance to purse their dreams of working in the U.S. Without this visa, the viability of a U.S. MBA degree lessens for these international applicants.

Not surprisingly with every regime change in Washington, policy and legislation can be impacted. The new administration appears to be focusing on prioritizing jobs for Americans and this obviously puts the H-1B visa program in direct conflict. Although most of the minor changes and announcements are more cosmetic in nature, coming legislation is expected that will make it even more difficult to secure these work visas.

Major MBA employers like Microsoft, Facebook, IBM who also happen to be common recipients of the H-1B visas have prepared for the impending changes. Although, those with computer science and engineering background tend to be the largest recipients of these visas, MBAs also rely on them as well in great numbers. The above employers, and those in similar industries to tech, have already started to move hiring away from low level, cheaper visa recipients to more expensive, higher educated talent.

Even in the face of this changing focus by employers, the H-1B visa remains more difficult than ever to secure. With impending legislation expected to surface soon, the process will only become more difficult.

MBA applicants and students alike should evaluate this news and begin to take their future career plans into consideration. At this stage, this news should not ring any major alarms, as not much has materially changed as of yet, but international students and applicants who have plans to work in the U.S. should factor in the impact legislation could have on future career goals.

*Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.*

*Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can read more articles by him here.*

The post Understanding the Changes to the U.S. Visa Process appeared first on Veritas Prep Blog.

]]>The post What to Expect from Possible ACT Essay Prompts appeared first on Veritas Prep Blog.

]]>**The Different Types of ACT Essay Prompts**

Each essay prompt on the ACT concerns a complex issue. For instance, one sample prompt released by the ACT concerns individual freedom and public health. Other writing prompts may deal with technology, the media, education, the arts, and other issues. Even if you don’t have a great deal of knowledge about the topic in the essay prompt, you can still write an essay that is organized, logical, and convincing. In fact, all of the information you need to complete the writing task is given to you in the prompt.

**Your Task on the Essay**

After reading the essay prompt, you’re given three perspectives on the issue. Your task is to develop your own perspective, then use evidence and examples to support it. Furthermore, you’re asked to analyze how your perspective is similar to or different from at least one of the given perspectives. Think about the possible counterarguments to your perspective and address them.

The individuals who grade your essay won’t be looking at whether you agreed or disagreed with the given perspectives: In fact, that part is irrelevant. Instead, they’ll be evaluating your essay based on its organization, use of supporting evidence, idea development, and language use. College admissions officials want to see a sample of your writing to find out if you can express your ideas in a coherent way. Many colleges will look at your ACT English, Reading, and Writing scores to get a full picture of your ability to interpret and communicate ideas.

**Preparing for the Essay**

The best way to prep for the essay on the ACT is to practice your writing skills. This includes working on organizing your ideas in the form of an outline before beginning your essay. Also, reading online newspaper and magazine articles gives you practice developing perspectives on current issues. You have only 40 minutes to write the ACT essay, so it’s a good idea to time your practice essays so you can establish a writing speed that doesn’t make you feel rushed. The professional ACT instructors at Veritas Prep have been where you are right now: They’ve prepared for and taken the ACT, including the essay. More importantly, each of our instructors earned a score on the ACT landing them in the 99th percentile. So when you sign up with Veritas Prep, you’ll be studying with tutors who have excellent teaching skills and impressive experience with the test.

**Tips for Writing the Essay**

The ACT essay is given on paper, so you’ll have space to jot down an outline and organize your thoughts. You’ll probably want to start writing your essay right away, but creating an outline is an effective strategy if you want to end up with a high score. Take the time to think about your perspective on the issue and make sure you have plenty of evidence to support it. Try to leave yourself with a few minutes at the end of the writing test so you can proofread and make small changes if necessary.

The instructors at Veritas Prep have the skills and knowledge to prepare you for the Writing section on the ACT along with the rest of the exam. We are familiar with the different types of ACT essay prompts and can guide you on the best approaches to them. Our strategies can help you to create an essay that fulfills all of the requirements necessary to achieve the highest score possible. We offer online courses that are convenient for high school students on the go, and we also have in-person ACT prep courses if you prefer that type of learning environment. Look at our FAQ page to find more information about our tutoring services, or give us a call or email to let us know how we can help you conquer the ACT essay!

The post What to Expect from Possible ACT Essay Prompts appeared first on Veritas Prep Blog.

]]>The post Quarter Wit, Quarter Wisdom: The 3-Step Method to Solving Complex GMAT Algebra Problems appeared first on Veritas Prep Blog.

]]>Today, let’s see how to handle such questions step-by-step by looking at an example problem:

*N and M are each 3-digit integers. Each of the numbers 1, 2, 3, 6, 7, and 8 is a digit of either N or M. What is the smallest possible positive difference between N and M?*

*(A) 29*

* (B) 49*

* (C) 58*

* (D) 113*

* (E) 131*

This is not a simple algebra question, where we are asked to make equations and solve them.

We are given 6 digits: 1, 2, 3, 6, 7, 8. Each digit needs to be used to form two 3-digit numbers. This means that we will use each of the digits only once and in only one of the numbers.

We also need to minimize the difference between the two numbers so they are as close as possible to each other. Since the numbers cannot share any digits, they obviously cannot be equal, and hence, the smaller number needs to be as large as possible and the greater number needs to be as small as possible for the numbers to be close to each other.

Think of the numbers of a number line. You need to reduce the difference between them. Then, under the given constraints, push the smaller number to the right on the number line and the greater number to the left to bring them as close as possible to each other.

**STEP 1:**

The first digit (hundreds digit) of both numbers should be consecutive integers – i.e. the difference between 1** and 2** can be made much less than the difference between 1** and 3** (the difference between the latter will certainly be more than 100).

We get lots of options for hundreds digits: (1** and 2**) or (2** and 3**) or (6** and 7**) or (7** and 8**). All of these options could satisfy our purpose.

**STEP 2:**

Now let’s think about what the next digit (the tens digit) should be. To minimize the difference between the numbers, the tens digit of the greater number should be as small as possible (1, if possible) and the tens digit of the smaller number should be as large as possible (8, if possible). So let’s not use 1 or 8 in the hundreds places and reserve them for the tens places instead, since we have lots of other options (which are equivalent) for the hundreds places. Now what are the options?

Let’s try to make a pair of numbers in the form of 2** and 3**. We need to make the 2** number as large as possible and make the 3** number as small as possible. As discussed above, the tens digit of the smaller number should be 8 and the tens digit of the greater number should be 1. We now have 28* and 31*.

**STEP 3:**

Now let’s use the same logic for the units digit – make the units digit of the smaller number as large as possible and the units digit of the greater number as small as possible. We have only two digits left over – 6 and 7.

The two numbers could be 287 and 316 – the difference between them is 29.

Let’s try the same logic on another pair of hundreds digits, and make the pair of numbers in the form of 6** and 7**. We need the 6** number to be as large as possible and the 7** number to be as small as possible. Using the same logic as above, we’ll get 683 and 712. The difference between these two is also 29.

The smallest of the given answer choices is 29, so we need to think no more. The answer must be A.

Note that even if you try to express the numbers algebraically as:

N = 100a + 10b + c

M = 100d + 10e + f

a lot of thought will still be needed to find the answer, and there is no real process that can be followed.

Assuming N is the greater number, we need to minimize N – M.

N – M = 100 (a – d) + 10( b – e) + (c – f)

Since a and d cannot be the same, the minimum value a – d can take is 1. (a – d) also cannot be negative because we have assumed that N is greater than M. With this in mind, a and d must be consecutive (2 and 1, or 3 and 2, or 7 and 6, etc). This is another way of completing STEP 1 above.

Next, we need to minimize the value of (b – e). From the available digits, 1 and 8 are the farthest from each other and can give us a difference of -7. So b = 1 and e = 8. This leaves the consecutive pairs of 2, 3 and 6, 7 for hundreds digits. This takes care of our STEP 2 above.

(c – f) should also have a minimum value. We have only one pair of digits left over and they are consecutive, so the minimum value of (c – f) is -1. If the hundreds digits are 3 and 2, then c = 6 and f = 7. This is our STEP 3.

So, the pair of numbers could be 316 and 287 – the difference between them is 29. The pair of numbers could also be 712 and 683 – the difference between them is also 29.

In either case, note that you do not have a process-oriented approach to solving this problem. A bit of higher-order thinking is needed to find the correct answer.

**free online GMAT seminars** running all the time. And, be sure to follow us on **Facebook**, **YouTube**, **Google+**, and **Twitter**!

*GMAT** for Veritas Prep and regularly participates in content development projects such as this blog!*

The post Quarter Wit, Quarter Wisdom: The 3-Step Method to Solving Complex GMAT Algebra Problems appeared first on Veritas Prep Blog.

]]>The post Flag Your Way to a Better GRE Score appeared first on Veritas Prep Blog.

]]>1) Each question counts the same: Getting stuck on one question burns valuable time that you could use for the remaining questions. Maybe you eventually figure out how to solve it, but it might cost you the chance to get two (or more) right answers later on – not great!

2) Time is an asset you control: Knowing how to spend your time effectively can make a big difference in how you score. Spend time on the questions that will earn you points, and minimize time on questions that won’t.

The flagging technique is a great way to take advantage of each of these points. By using it wisely, you can maximize your chances of getting to your target score. Here are three situations where the flagging tool can be invaluable:

**You’re pretty sure in your answer, but you’re not certain.**

Many GRE takers enter the test well prepared, but there may be some content areas (such as ratios or exponent properties) in which they aren’t fully confident. You may spend a minute working on a problem and get to a point where you feel pretty good about your answer, but you aren’t fully sure (Quantitative comparison questions are notorious for this!). You’d love to do some more testing or double-check your work, but you also realize that it will burn more precious time than you can spare. The solution? Select your answer and flag it. Consider leaving a quick note about your current thoughts so you can pick up right where you left off. If you finish the rest of the section with time remaining, you’ll now have the chance to double-check your initial answer.

**You’re not sure how to get started on a problem. **

You’ve read the question. You’ve re-read it. You’ve analyzed the answer choices. You’re still unclear on what the question is asking for, and you’re not even sure what your first steps to figuring it out should be. Hey, it happens – sometimes a question is set up in a way that doesn’t seem to fit the examples you saw during your preparation.

At this point, you have two options: continue staring at the problem and hope the numbers and variables start moving themselves around (like Zach Galifianakis playing blackjack in “The Hangover”), or flag it and move on. If you persist with the question, the best-case scenario is that you eventually figure it out and pick an answer, but you burned time that could have gotten you two or three right answers on other questions. The worst-case scenario is that you eventually give up and move on, burning time without even getting the question right. Your best strategy is to flag it, get some other right answers, and come back to it when you have time to spare.

**You can solve a problem, but you know it’s going to take a while. **

“Select All That Apply” questions present this dilemma more often than do other types – the question makes sense, you know how to get started, and you are confident in your ability to find all of the correct answers. On the other hand, you have six or more possible answers, and you know the process to make sure that you find all of the correct answers (remember: no partial credit!) will be time-consuming. Early in the section, spending more than three minutes on one problem is not a wise investment of your time. If there are obvious answers, select them, flag the problem, and return when you have the time to invest.

Clearly, the flagging technique is a strong ally if you know how to use it effectively. On your next GRE practice test, look for opportunities to flag questions that fit the three categories above. Doing so will allow you to maximize the number of questions you get right by investing your time wisely.

*Getting ready to take the GRE? We have free online GRE seminars running all the time. And, be sure to follow us on Facebook, YouTube, Google+, and Twitter!*

*By Bill Robinson, a Veritas Prep instructor based in San Diego.*

The post Flag Your Way to a Better GRE Score appeared first on Veritas Prep Blog.

]]>The post When Should You Hire an MBA Admissions Consultant? appeared first on Veritas Prep Blog.

]]>When hiring an admissions consultant, timing is everything! The earliest I would probably recommend hiring an admissions consultant would be April. The average applicant will probably hire a consultant between June and July.

If you’re really trying to make life tough on yourself (and your admissions consultant) you will hire one a month before your application deadline. The longer lead times above allow you to make the process less transactional, which is what can sometimes happen if you hire a consultant at the last minute. A longer lead time not only allows you to have more time to prepare your application, but it also helps you build a relationship with your consultant. When a consultant understands your background and the intricacies of your profile, it can increase the odds your partnership will be fruitful.

It is also important to get things done early because the more iterations you have, the higher the caliber of your application materials and the greater your chances of being accepted. As far as your specific application timeline, it should vary based on whether you are doing five long, complicated applications or just one application. These are instances where the recommendations outlined above are more fluid.

Another aspect of choosing a consultant that few factor in is the availability of the consultant’s time (and also your time). If you are a traveling management consultant or investment banker, who can barely squeeze an hour into the day to do anything, you’re going to want to start really early. This will allow you to slow-roll things based on your limited time to engage with your consultant, and make material progress on your application in any one week.

Overall, the key here is to really understand your needs when choosing a consultant. Thinking through the amount of applications you will be tackling, the support you’ll need, and your own availability will allow you to begin working with your consultant at the right time.

*Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.*

*Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can read more articles by him here.*

The post When Should You Hire an MBA Admissions Consultant? appeared first on Veritas Prep Blog.

]]>