Week 8, Day 2

Final exam & possible review (if everyone finishes in time). Best of luck to everyone!

Exams will be graded as quickly as possible and emails with exam grades will be forthcoming. 

Emails for final course grades will be sent before 2 PM on Friday. 

Week 8, Day 1 (Practice for Final Exam)

Review for final exam, submit final essay

 

To prepare for the test:

·       Generally:

o   Review strategies repeatedly

o   Practice consistently for several weeks

o   No major life changes if you can avoid them (romance, substance use, moving, etc.)

·       One week before your test:

o   Take at least one simulated test

o   If going to a test center: make a practice drive the same day and time you would go to take the test

o   If testing remotely: practice your set-up for the exam the same day and time you would prepare for the real test

o   If your test is early in the morning: start going to bed earlier and waking up earlier this whole week!

·       The night before the test:

o   STOP STUDYING

o   Lay out your clothes, ID, etc. (see p. 43 of your book)

o   Eat well (a healthy meal that will not upset your stomach)

o   NO INTOXICANTS – even a single alcoholic beverage can disrupt your sleep

o   Get plenty of rest

·       The morning of the test:

o   NO STUDYING – maybe review strategies one last time, that’s it!

o   Wake early

o   Eat well (brain food like whole grains, eggs, yogurt, but nothing upsetting)

o   Drink well (caffeine only if it is a normal part of your diet)

o   Leave (or set up) early enough to be 30 minutes ahead of your scheduled test time

·       During the test:

o   Use breaks wisely:

§  Go to the bathroom, get a drink of water

§  Get a fresh marker and noteboard/scratch paper

o   When you start a section, jot down important formulas/outlines/etc. that you want to remember during that section of the test

o   Take a 20-second vacation if you get stuck on a problem – stare at the ceiling and think of anything OTHER than the test!

o   NEVER cancel your score!

 

Our final exam:

Part 1 = 50% of CFE grade from

·       25 Princeton Questions

o   1 essay = 25%

o   Verbal components = 50%

§  8 sentence correction

§  7 reading comprehension

§  6 critical reasoning questions

o   4 (total of 9 parts) integrated reasoning questions = 25%

Part 2 = 50% of CFE grade from

·       25 GMAC Questions

o   8 sentence correction

o   8 reading comprehension

o   9 critical reasoning questions

                                                 

 

GRE final exam:

Part 1 = 50% of CFE grade from

·       17 Princeton Questions

o   1 issue essay = 25%

o   Verbal components = 50%

§  5 text completion

§  4 sentence equivalence

§  7 reading comprehension

·       8 vocabulary questions = 25%

 

Part 2 = 50% of CFE grade from

·       25 ETS Questions

o   12 reading comprehension

o   8 text completion

o   5 sentence equivalence

 

First of all, see the review for the midterm exam for strategies on the Verbal Reasoning section here. 

Then look at the strategies for Integrated Reasoning and Analytical Writing Assessment below: 

 

Strategy review (see also strategy review from Midterm)

Integrated Reasoning

·       Sort one column at a time and only when necessary

·       Read everything and take notes (paraphrase) after you get the gist

·       Learn the directions for each type (p. 340 #2 & 3, e.g.)

·       Look for patterns in the answer choices

·       Calculate as little as possible, estimate when you can

·       Double-check your answers

·       Look for evidence

·       Find key words

·       Likely does NOT mean certain

·       Look at the axes, measures, names, scales

·       Read legend, column headings, all tabs

·       Find connections

·       If information does not support inference, answer “no” or “false”

·       Do the easiest parts first

·       Use backsolving/PITA

·       GIGO, so be careful setting up your calculations

 

Analytical Writing Assessment

·       Follow instructions carefully and thoroughly

·       Consider complexities

·       Be organized (and use transitions)

·       Use relevant examples

·       Use a template

·       Identify the premises and the conclusion

·       State the author’s assumptions

·       List three flaws minimum

·       Have solutions for each flaw

·       A minimum of four paragraphs – five is better!

·       Have a strong finish

·       Vary sentence length & complexity

 

Week 7, Day 2

 We are continuing our work on essays today. 

Practice essay topic for today:

Discuss how well reasoned you find this argument. In your discussion be sure to analyze the line of reasoning and the use of evidence in the argument. For example, you may need to consider what questionable assumptions underlie the thinking and what alternative explanations or counterexamples might weaken the conclusion. You can also discuss what sort of evidence would strengthen or refute the argument, what changes in the argument would make it more logically sound, and what, if anything, would help you better evaluate its conclusion.

The following appeared in a memorandum from the business department of the Apogee Company:

“When the Apogee Company had all its operations in one location, it was more profitable than it is today. Therefore, the Apogee Company should close down its field offices and conduct all its operations from a single location. Such centralization would improve profitability by cutting costs and helping the company maintain better supervision of all employees.”

Week 7, Day 1 (Analytical Writing Practice)

 Reminder, today is the day we have our visitors observing. Please come to class with your cameras on and your microphones muted. 

Our practice essays will come from the Princeton book, the Kaplan book, and the GMAC book. 

Week 6, Day 2 (The Analytical Writing Assessment)

 

Crash course in Logic: https://greverbal2.blogspot.com/2020/03/lecture-notes-325.html

Chapter 21: “Analytical Writing Assessment”

 

-        30 minutes for the essay

-        Topics on the website given on p. 416

-        Why do they require this test? Because success in business depends heavily on verbal skills

-        Scored by two readers on a 0-6 half-point increment scale, then averaged together. A third reader is used when the two scores differ dramatically. A holistic method is used for scoring, ignoring small spelling and grammar errors.

-        Graded by TAs working part time in about 2 minutes per essay. They grade in 8 hour shifts, about 30 essays per hour, so about 240 essays a day.

-        Length is most impressive – minimum 4 paragraphs, better if it is 5

-        Follow the instructions CAREFULLY

-        Consider the complexities (both sides)

-        Be organized and show your organization with transition phrases at the beginning of each paragraph

-        Develop your thoughts by answering “Why?” at the end of every sentence

-        Support with relevant and DETAILED examples

-        Transition statements include: “First,” “second,” etc., as well as “On the other hand” and “In conclusion”

-        Read the directions and prompt carefully

-        Have a good template

-        Remember you have only the most basic word processor!

-        See the shortcut keys on p. 419

 

The assessment: critique someone’s argument – look for logical flaws. Ex. on p. 420.

 

The process:

1. Identify premises & conclusion (p. 424)

2. Locate assumptions (list as many as possible)

3. Analyze premises (p. 425)

4. Choose template (p. 425)

5. Think of how the assumptions could be made to work better (usually, the author needs to provide more evidence of some kind – be very specific!)

6. Minor edits.

Remember: this is NOT an essay about which you agree or disagree!

 

Example essay p. 426

 

About common assumptions: critique both the structure and the content of the argument

1. Sampling argument: show how the sample is not necessarily representative in diversity (statistical randomness), and/or show how the sample is not sufficiently large enough to be statistically significant; then write about how the author could improve this.

2. Analogy argument: show how the similarities in the premises are not enough to establish the additional similarity in the conclusion, and/or show that there are relevant and significant dissimilarities in the premises; then write about how the author could improve this.

3. Causal argument: show how correlation is not the same as causation, and/or show that there are other possible causes for the effect in question; then write about how the author could improve this.

 

See templates p. 427:

 

Classic Template

·       Paragraph 1: Summarize the argument in the prompt; your thesis statement at the end of this paragraph should be some variation on “I will demonstrate that the argument as written is weak because there is insufficient evidence in the premises to demonstrate the probability of the conclusion.” ß This is the format for the first paragraph for every template except for version 2, which adds a list of the three major flaws you will discuss.

·       Paragraph 2: Describe one major flaw in the argument. This may be a problem you notice with an assumption, a “hole” in the reasoning, or even a logical fallacy. Give a detailed explanation, and offer at least one relevant and detailed example.

·       Paragraph 3: Describe a second major flaw in the argument, with details, and add a detailed and relevant example.

·       Paragraph 4: Describe a third major flaw in the argument, with details, and add a detailed and relevant example.

·       Paragraph 5: Summarize your three body paragraphs, and then show what possible ways the author could strengthen their argument.

 

Version 1

·       Paragraph 1: Same as Classic Template

·       Paragraph 2: With detailed explanation, describe the link between the premises and conclusion. Describe the unstated assumptions the author makes – but only describe, do not critique.

·       Paragraph 3: Describe the three flaws in the argument and provide examples and details.

·       Paragraph 4: Describe how each of the three flaws can be fixed.

·       Paragraph 5: Summarize your three body paragraphs and then conclude with the statement that the argument as written is weak because of the flaws you described.

 

Version 2

·       Paragraph 1: Same as classic Template, but list the three major flaws you will discuss

·       Paragraph 2: Explicitly state the missing assumption and the first flaw, then provide the solution. Do this with details and relevant, detailed example.

·       Paragraph 3: Explicitly state the missing assumption and the second flaw, then provide the solution. Do this with details and relevant, detailed example.

·       Paragraph 4: Explicitly state the missing assumption and the third flaw, then provide the solution. Do this with details and relevant, detailed example.

·       Paragraph 5: Summarize your three body paragraphs and then conclude with the statement that the argument as written is weak because of the flaws you described.

 

Preconstruction:

1.     Structure words – these are our transition signals and signposts for our readers.

a.      In your thesis statement: “There are three reasons why…” should match to “First,” “Second,” and “Third” in your paragraphs

b.     When offering supporting information, examples, etc.: “for example,” “to illustrate,” “for instance,” “because,” and other premise indicator words

c.      When adding more support: “furthermore,” “in addition,” “similarly,” “just as,” “also,” and “moreover.”

d.     IGNORE the “special” idea words – these are indicative of unclear arguments EXCEPT “indeed,” “as a matter of fact,” “in fact,” and “most important.”

e.      Conclusion of the essay (for your final paragraph): “therefore,” “in summary,” and other logical conclusion words.

2.     The appearance of depth – to show that you are looking at both sides of an issue.

a.      Set up your main idea (especially in the introduction paragraph) by first introducing the opposite idea: “but,” “on the contrary,” “yet,” “however,” etc. then can introduce your position/idea/argument.

b.     It is usually a good idea to use these words when introducing your solutions to the problems you identify with the author’s argument.

3.     Contrasting paragraphs – to show that a whole paragraph is opposite to the rest of the essay you write; use phrases like “many people believe…” to indicate this organization.

4.     Sentence variety – compare the examples on p. 431. You want a mixture of simple sentences, complex sentences, compound sentences, and compound-complex sentences.

 

Use the AWA to represent your writing skills, but don’t take it too seriously!

 

Overall process:

1. Read the argument, identify the premises and conclusion (2 minutes)

2. Locate assumptions, brainstorm for weaknesses/problems/flaws (4 minutes)

3. Pick the 3 or 4 strongest points to attack & improve (1 minute)

4. Outline (use a template) (1 minute)

5. Write (20 minutes)

6. Edit (2 minutes)

 

Rubric (how we grade these essays)

1. Overall makes sense

2. Directly addresses the topic

3. Thorough (BOTH SIDES – state both problems AND solutions to the problems)

4. Paraphrases topic (put it in your own words, do NOT directly quote)

5. Examples/critiques make sense

6. Examples/critiques are detailed

7. Examples/critiques are explained

8. Examples/critiques are relevant

9. Strong conclusion (“As stated, the argument is weak because it lacks sufficient evidence…”)

10. Transitions/Organized (not only including transition phrases but also keeping the paragraphs organized)

11. Appropriate length (minimum 4 paragraphs [5 paragraphs is better], minimum 5 sentences per paragraph)

12. Correct grammar, spelling, word choice, etc. for the most part (repeats of the same errors will lose the point here)

 

11/12 = 5.5/6 = 91.67; 9/12 = 4.5/6 = 75; 10/12 = 5/6 = 83.33

Week 6, Day 1 (Continue Integrated Reasoning, Practice)

 Today we will focus on practice for Integrated Reasoning. On Wednesday we will start the Analytical Writing Assessment chapter.

Week 5, Day 2 (Continuing Integrated Reasoning)

 

Chapter 19: “Integrated Reasoning: Strategies”

 

General:

-        Review information before answering

-        Look at axes measures, names, and scales

-        Read the legend, column & row headings, all tabs, and look for connections

-        Read the text and take notes on additional information, connections, and patterns

-        Make sure the information supports your inferences; if there is insufficient information, then the answer will be “No” or “False”

-        Likely is NOT the same thing as certain – look for evidence!

-        MAKE SURE you read the instructions in this section!

 

Table analysis:

·       Use “sort” only when needed

·       Always one table, evaluate four statements (t/f)

·       First, try to get the gist of the information in the table, text, etc.

·       Example p. 353-358

 

Graphics interpretation:

·       One chart, graph, or image and evaluate two statements (drop-down menu)

·       Goal: Make the statements true

·       Get the gist of the text, headings, labels, axes, scales, measures, legend, etc.

·       Use a piece of paper (or noteboard) to check the measure of each bar/dot/line on a graph against the placement on the axis in question; literally hold it up to the computer screen to see if you can make a good estimate

·       DO NOT use the arrow keys to move around in this section because that can change your answers in the drop-down menus; just your mouse!

·       Ex. p. 359-361

 

Two-part analysis

·       Set up calculations carefully! GIGO = Garbage In, Garbage Out

·       Do the easiest parts first

·       Note that the answers are often related or linked in some way

·       Backsolving or PITA (Plugging In The Answers)

o   Write down the answer choices, make two columns and leave space between

o   Pick the easier variable to start with

o   Label each column (one easier, one harder)

o   Start in the middle for the easy column, work the steps; and for the second column you may only have to look at numbers above or below the choices in the first column

o   Check for a match between the two columns that proves the condition true

·       Ex. p. 362-364

·       Another ex. p. 366-367

 

Multi-source reasoning:

·       REVIEW ALL TABS – can include graphs, tables, text, etc.

·       Questions can be dichotomous or multiple-choice, probably several sets

·       See how the tabs connect

·       If there is not enough data for absolute certainty, choose No

·       Ex. p. 368-374 and 375-376

 

 

Use the memory keys – p. 376 – there are no parentheses on the calculator!

 

Work: K: p. 141-145, 173-178, 217-224