The Orchid Test

Today we were on a quest for my husband's favorite olive oil. It's imported from Lebanon and sold locally at the farmers' market during the summer. In the winter, we have to drive about eight miles to a small, family-owned florist to buy it. I slipped on some ice in the parking lot and fell. I'm okay - a little sore, but okay. My camera bag was slung over my shoulder at the time, and I feared that I'd damaged my camera. Again. So, I walked around the little greenhouse and photographed orchids. My camera is fine! The owner, who was unaware of my accident, invited me to come back any time with my camera. Here are their orchids (and one more of my amaryllis). 

Overheard #314

"I have a lot of experience, but none of it is good."

Pink Flowers, Gray Day

This year's amaryllis is called Aphrodite. 

The Redesigned SAT - Reading and Writing & Language

The reading section of the New SAT is similar to the ACT in that the student is given a passage to read then asked multiple choice questions. The passages are chosen from the areas of US and World Literature, History/Social Studies, and Science. Questions from the Literature section tend to focus on characters’ emotions and relationships. Answering questions from the non-fiction sections is often facilitated by focusing on topic sentences and the themes that are described in the first and last paragraphs. Vocabulary is tested with reading comprehension and by questions that refer to word usage. “As used in line 2, emulated most nearly means…”

The Reading Section of the New SAT differs from the ACT in three main ways.

1. The reading passage often includes a graph and one question that relates to it. The graphs are relatively straightforward and do not require advanced math skills. My tips on rapid data analysis are:

• Read the title of the graph to determine the subject.
• Read the labels on the axes to see what is being compared.
• Read the units on the axes to discover if the graph presents measured values or percent change.
• Bar graphs compare values to each other. (yearly rainfall in five major cities)
• Pie graphs present parts of a whole. (fraction of entering freshman who are English majors)
• Line graphs relate what was measured (y-axis) to what was varied (x-axis). (how ambient temperature changes over time)

2. The non-fiction passages may be a paired-passage set. (These sections are similar to what I call the Dueling Scientists sections of the ACT.) Two opposing viewpoints are presented, and students need to differentiate between them. In a time-limited testing situation, it’s easy to forget who said what. The best way to approach these sections is:

• Look at the questions before reading the passages. Write “1” by questions that pertain to the first viewpoint, “2” by questions that refer to the second viewpoint and “both” by questions that compare the opinions.
• Read the passage that states the first opinion. Answer the questions that relate to it.
• Read the passage that states the second opinion. Answer its questions.
• Answer the questions that pertain to both sections.

3. A concept question may be followed by related question. First the student is asked about a major theme of the passage. The next question asks which quotation best proves the answer to the previous question. These double-jeopardy questions are problematic because, if the student answers the first question incorrectly, there is little chance of getting the second question right. Also, to save space, only the beginning and ending of the quotes are given in the question, so the student must take time to look up the quotations by line number.

The Writing and Language Section of the New SAT is similar to the English section of the ACT. Students need to know rules of grammar and punctuation. Review the differences between sentences and phrases, subject-verb agreement and comma use. Some questions relate to writing style, such as eliminating redundancies. Often the student is asked to arrange the sentences in a paragraph in the correct order. Occasionally this section also includes a graph. 

As in my discussion of the math section, I cannot list every topic that may be tested. The best approach is to study a test-prep book or download practice tests.

My post on the math section of the Redesigned SAT can be found here. 

The Redesigned SAT - Math

This year Michigan is switching from the ACT to the Redesigned SAT for the free college entrance exam offered in schools. I’m not bragging when I say I can do every problem on the ACT. The students I tutor work through sample tests and ask for help on the problems that stymie them. Even so, I had to prepare and review to complete the math sections of the New SAT.

To prevent surprises on Test Day, this post discusses some general differences between the math sections of the ACT and the Redesigned SAT. For a complete list of the topics tested on the SAT, see a test preparation manual. Some older editions are still floating around, so get one that says “Redesigned SAT” or “New SAT.” Practice tests can also be found online.

The SAT allows students more time for each problem. On the ACT, students have 1 minute/problem. On the SAT, students get 1.25 minutes/problem on the No-Calculator section and 1.45 minutes/problem on the Calculator section.

The math section is divided into calculator and no-calculator sections. The no-calculator section includes 20 questions. The calculator section has 38 questions.

A Ti83 or Ti84 calculator is necessary to complete the calculator section. (For the ACT, a simpler calculator such as one from the Ti30 series is sufficient.) Students should know how to use their graphing calculators to: enter scatter plot points in lists and graph these points, fit regressions of curves and lines, enter equations, find zeros of polynomials, enter exponents (both fractional and negative), take roots, calculate trig functions and other standard mathematical functions.

The SAT tends to have more multi-step math problems.

Math tends to be more advanced on the SAT. The ACT covers Algebra I and Geometry with four trig problems. The SAT focuses on Algebra II. For example, on the ACT students must recognize that y = x² + 5 is the equation of a parabola, while on the SAT, students must understand how to transform functions. A review of factoring polynomials and solving quadratic equations will not go amiss. The SAT includes fewer geometry problems, although some proofs are required. Students should review the criteria for proving congruence of triangles. Familiarity with SOHCAHTOA (a mnemonic for the trig functions that is taught in geometry) will see students through half of the trig problems on the ACT. For the SAT, students should also be familiar with the unit circle and the difference between degrees and radians.

Some math questions on the SAT are not multiple choice, but instead require that the student enter a numerical answer. This approach makes guessing impossible. Before Test Day, students should read this information on how to grid in numerical answers.  

The calculation of some problems requires the solution to the previous problem. If the student gets the first question wrong, it is improbable that the second question can be answered correctly. Most educators agreed that double jeopardy questions are poor testing technique. I hope future iterations of the test remove this type of question.

Some questions require that the student find two separate values and add them, even if this sum has no mathematical or physical meaning. For example, after finding the Cartesian Coordinate (x,y), the student may be asked for x + y, or after calculating time and distance, the question may ask for the sum of time and distance.

There are numerous “trick questions.” The student should read the problem and underline what the question is asking. After the calculation is complete, the student should double check what the question asked. For example the student has calculated profit, and the question asks for percent change.

I highly recommend students work practice tests before Test Day. Numerous tests can be found online. Here is a link to the College Board sample tests.

In future blog posts, I’ll write about the other sections of the Redesigned SAT. Each post will include links to the others. 
Reading and Writing & Language

Unseasonably Warm

The Midwest is experiencing a warm winter. Michigan is mostly brown and muddy, so I haven't taken many pictures. Here's a few sights from yesterday's walk.

This seedpod wrapped itself around the branch from a different plant. Decorating for the holidays. 

The Milky Way

Maybe this one is a little weird, but I like it.

The first ice of winter. Starbursts.

Maybe a bird.

Overheard #313

"You're on the horse. Eventually, you'll go somewhere."

A Walk through the Neighborhood

Today was the first snow of the season.

I might use one of these for my holiday card. Please feel free to vote for your favorite. 

Planning a Critique Group Retreat

My post about planning a critique group retreat is live at The Mitten today. Thanks to Debbie Diesen for the photographs. 

Soothing

The past week has been one of high intensity and low productivity. I always find reflections of leaves in water soothing. I hope you do too. 

Sunsets

I'm just getting around to looking at vacation photographs now. We went sunset hunting in Charlevoix. The body of water is Lake Michigan. It was a windy evening.

The next night we went down to the other end of Fisherman's Island State Park. 

We found some Petoskey stones too. 

Harp Day

The main character in my work-in-progress is a high school girl who hopes to attend college as a harp major. Yesterday, I went to Harp Day at Michigan State University. It's a recruiting event to attract prospective harp majors to the MSU College of Music and also a chance for local harpists to get together. Attendees can sign up to get a lesson with Dr. Chen Yu Huang, take a master class and participate in Harp Jam. I went as an observer.

I had a chance to hear two of MSU's freshman harp students perform. It was like my character came to life and played for me. I chatted with a high school student from Grand Rapids who hopes to attend MSU as a harp major. "You're writing a book about me?" (direct quote) I asked several young players why they chose harp as an instrument, and their answers were close to what I’d written for my main character.

The Master Class provided ample material for the harp lesson in my novel. The revised version will likely come to next month's critique group. I enjoyed the variety of music students brought to the master class. I was impressed by the students’ talent and skill.

I also got to hear the fabulous Modern Harp Quartet. If you click through the website, you can hear excerpts from several of their pieces.

I came home inspired, perhaps more as a writer than a harpist. But that’s what I am, a writer. 

Overheard #312

"Being a genius is largely a measure of your own self-worth."

The First Charlevoix Pictures

We went on vacation earlier this month, and I've been slow in posting pictures. Here are some. More will follow as will some posts on writing or creating or something. 

Probably everyone who goes to Charlevoix, takes a picture of the lighthouse.

Round Lake

a carp in Round Lake

dune flowers

forest flowers

Caladium

Last winter, I ordered two dozen caladium tubers to start inside. They sent forty three, so I now have caladium all over the yard. The sun hit the leaves this morning. 

What Work Does It Do?

The first few drafts of a novel generally result in a large conglomeration of words. Here is a quick and easy way to initiate revisions.

1. Write a short description of each scene.
2. Note what work the scene does.

Scenes work by:

• advancing the plot
• introducing characters
• elucidating characters
• showing how characters react to their world
• eliminating characters
• laying a foundation for an upcoming event
• building or releasing suspense
• building or destroying relationships between characters
• laying a clue
• exposing a red herring
• advancing or thwarting the protagonist
• advancing or thwarting the antagonist
• ratcheting up the tension
• creating a turning point

If I missed something, please tell me in the comments.

If you can’t identify what work a scene does in about two seconds, the scene probably has to be cut. Go ahead, re-read that scene. Try again to answer the work question. Any luck?

At this point I often come up with excuses: It provides backstory. It has a great description. It’s funny. Bah.

If you want a tight novel, every scene has to work for a living. 

Overheard #311

"If there's a ninja, there's a way."

My Camera is Back

The service department at Canon mailed back my camera today, so I went outside to feed the mosquitoes and try it out.

cranesbill geranium and unidentified insects 

shasta daisy

campanula

caladium

The Art and Craft of Children’s Book Writing: my recap at last

photograph by Krista Dondero Rausin

On July 5, I arrived in Edgartown on Martha’s Vineyard for a week-long workshop with Emma Dryden. It was held at Noepe Center for Literary Arts, a non-profit organization that offers both writing residencies and workshops.  I was delighted to be part of the first Thursdays in the Garden at Noepe when they open the doors to the public for evenings of music, readings and camaraderie.

On the first day of the workshop, Emma led us through a discussion of first pages. I was confident about my opening when I walked in. Since then, I’ve rewritten it at least six times, and it’s not done yet. The second day was devoted to voice. Emma gave us worksheets and exercises to help us discover the unique voices of our characters. I have worked through the questionnaire for every character in my novel. I learned much about the people who have lived in my brain for over a year now. The third day was devoted to world building. How hard could that be? My characters live in modern day Michigan. Again the workshop and worksheets pointed out many ways I can enrich my novel. The fourth day was all about revision. I plan to leap into these techniques during my upcoming writing retreat with The World’s Greatest Critique Group. The last day was questions and answers, but not until we delved into the inner reasons why we wrote our stories.

Best of all, I spent a week at a beautiful place, got to know nine fantastic writers, and had the privilege of being tutored by a genius editor who knows how to get authors to dig deeper and find new meaning in their writing.

And I ate some lobster.

Thanks to Krista Dondero Rausin for generously sharing her photograph. My camera is broken, so I have no pictures of hydrangeas, lighthouses or sailboats.

An Adventure

This blog has been neglected. My photography has too. I've been writing a lot (revising actually), riding my bike and playing my harp. I am now supposed to use two fingers and the thumb on each hand. Sure.

Tomorrow, I embark on a grand adventure!

First, I fly to Boston to spend the Fourth of July with Jeremy. On Sunday, I take the ferry to Martha's Vineyard for a workshop called The Art and Craft of Children's Book Writing, led by Emma Dryden. I'm very excited and a bit nervous. Certainly, I will learn much. I hope to post some pictures when I get back.