1. Essay: Producing and Proofreading

2. Review Prompt and Plan <10 min Read/analyze article.
Step
Time
Tasks: SAT
Tasks: ACT
Prompt and Plan
<10 min
Read/analyze article.
Write a brief outline.
Read/evaluate perspectives.
Write a brief outline
Produce
38 min (SAT)
28 min (ACT)
Write!
Stick to your outline
Focus on one idea per paragraph
Make transitions between ideas
Feel free to “overexplain”
Concrete > Abstract
Proofread
2 min
Make corrections neatly

3. Producing Use your “prompt and plan” time:
Make sure that you understand the task
Make sure that you have a solid outline
Figure out how to connect your paragraphs logically
Stick to the plan: Sudden flashes of inspiration sometimes don’t fit what you’ve already written
Intro:
1-2 sentences of opening comments is standard before the thesis
Your thesis should be:
At the end of the intro
As specific as possible

4. Producing Body paragraphs: Conclusion:
Use topic sentences to:
Declare which area of support you’re tackling in this paragraph
Transition from one idea to another
Transitions between ideas within the paragraphs are important too
Be concrete, be specific, be thorough
More examples, more details, but don’t simply multiply words (concision counts)
Concluding sentences can also transition to the next paragraph
Vary your word choice and sentence structures
Conclusion:
Remember that your reader is only spending 1-2 minutes reading your essay before scoring
Your conclusion will be the last impression of your essay
If you’re stuck, restate you thesis, then follow up on an idea from you opening comments

5. Proofreading Do not skip this step! What to look for: Run-ons
Sentence fragments
Missing words
Misspellings
Punctuation issues
Any other issues you know are problematic for you

6. In the 1970s, market researchers discovered that the most young children were unable to tell the difference between the television shows they watched and advertisements for products. Because of this discovery, it was an attempt in 1978 to put legal restrictions on television advertisements aimed at too young children, but advertisers objected. The industry of marketing to children has being growing steadily since then. Between 1978 and 1998, the amount of money directly spent by children age four to twelve increased from less than three billion dollars a year to almost twenty-five billion dollars, and is not end in sight. Researchers believe that children in that age group also convince their families to spend another two hundred billion dollars a year—such as when a young boy, for example, convinces her mother to purchase a more expensive computer than she might otherwise have bought. Marketers are easy to decide to target this young market—there is their job to aim at consumers who can be convinced and who will spend most money.
However, few other groups have also helped marketers figure out the best way to target a too young audience. Many child psychologists are now been asked to join market-research firms to provide information about how to reach children more effectively. Some members of the American Psychological Association lobbied their organization in 2002 to discipline APA members who have helped advertisers target children, but the APA has no taken action yet. The most psychologists feel that the marketers and their advisers have being allowed very much freedom to appeal to children who cannot make informed decisions about products, but the situation does no seem likely to change.

7. In the 1970s, market researchers discovered that the most young children were unable to tell the difference between the television shows they watched and advertisements for products. Because of this discovery, it was an attempt in 1978 to put legal restrictions on television advertisements aimed at too young children, but advertisers objected. The industry of marketing to children has being growing steadily since then. Between 1978 and 1998, the amount of money directly spent by children age four to twelve increased from less than three billion dollars a year to almost twenty-five billion dollars, and is not end in sight. Researchers believe that children in that age group also convince their families to spend another two hundred billion dollars a year—such as when a young boy, for example, convinces her mother to purchase a more expensive computer than she might otherwise have bought. Marketers are easy to decide to target this young market—there is their job to aim at consumers who can be convinced and who will spend most money.
However, few other groups have also helped marketers figure out the best way to target a too young audience. Many child psychologists are now been asked to join market-research firms to provide information about how to reach children more effectively. Some members of the American Psychological Association lobbied their organization in 2002 to discipline APA members who have helped advertisers target children, but the APA has no taken action yet. The most psychologists feel that the marketers and their advisers have being allowed very much freedom to appeal to children who cannot make informed decisions about products, but the situation does no seem likely to change.

8. If you are not getting the score you want:
SAT
ACT
Reading:
Use the “Hands-on” technique from the reading section
Analysis:
Make sure you focus on HOW the author makes their point, not WHAT the point is or WHY you agree/disagree
Use more textual support
Writing:
Make sure you have all of the parts of a good essay (see previous slides)
Build your vocab
PROOFREAD!
Ideas and Analysis:
Make sure you comment on all of the perspectives AND declare you own position
Provide specific, concrete analysis of each perspective
Development and Support:
Stuck for ideas? Try addressing a counterclaim (“some might say this is wrong because____, but that incorrect because____”)
Organization:
Make sure you have all of the parts of a good essay (see previous slides)
Language Use:
Build your vocab
PROOFREAD!