SAT Tip of the Week: How to Write a Good SAT Essay

SAT Tip of the Week - FullEven though you get a whole 25 minutes to piece together your SAT essay, the grader who reads it will only take around 1-2 minutes to evaluate it. You might think this is annoying or unfair – after all, you probably put a lot of thought into your essay and want the reader to appreciate your hard work. However, this is the reality of the situation, and it’s your (and our!) job to figure out how to take advantage of it. So how should you go about doing this? The answer is simple to understand, and not much harder to do: Clarity.

In your high school essays, you might have been taught to write with nuance, to “show not tell.” This is good advice for other writing assignments, but not for the SAT essay. The rushed graders are unlikely to notice detailed intricacy in your essay, but they will recognize a clear, direct argument.

The best way to make a clear argument (in my words) is to “hit the reader over the head” with the point you’re trying to make. Going over the top in restating and explaining your main argument – which will show up in your thesis statement – is a foolproof way to ensure the reader will know exactly what you are attempting to say. My advice is to start with a strong thesis in the intro paragraph, but also include a restated version of that thesis statement in all of your body paragraphs. The goal of the examples in your body paragraphs should be to relate them back to your thesis, so framing the thesis in each of those paragraphs leads the grader to make that connection naturally.

It’s key to make sure that your examples are clearly related to your thesis, as well. The more it’s clear why you chose those examples, the better the argument the grader will think that you’re making. The best kind of example is an obvious one that is well explained, not a subtle one that requires a ton of confusing exegesis.

Alright, so now you know you have to be clear, but you may be asking, “What exactly does being clear look like?” Don’t worry, I won’t leave you hanging. Here’s an example of a recent SAT essay prompt with a corresponding clear and unclear thesis:

Prompt: Do good intentions matter, or should people be judged only according to the results of their actions?

Clear Thesis: It is most fair to judge people based on the goodness of their intentions because humans cannot absolutely control the effects their actions have on the world.

Unclear Thesis: Since the results of our actions are shaped by factors that may or may not be outside of human control, it is best in most cases to judge people based on what we perceive their intentions to be, although it is often difficult to accurately tell what people’s intentions really are.

The clear thesis gets right to the point. It doesn’t beat around the bush, introduce ambiguous claims, or contradict itself. The unclear thesis wavers, and it’s difficult to even follow what argument it is trying to make. As is evident in these two examples, the clearer your thesis is (and the more clear your examples are) the better the grader’s understanding of your essay will be. And of course, the better the grader’s understanding, the better your score!

Still need to take the SAT? We run a free online SAT prep seminar every few weeks. And be sure to find us on Facebook, YouTube, Google+ and Twitter!

By Aidan Calvelli.

What Will YOU Pay for School, and When?

BailoutFiguring out your financial aid package is often not a thrilling pre-college activity. While actual financial aid award letters may appear to be simple, it’s not always easy to figure out exactly what needs to be paid by you or your family, and when. Here, I’ll break down the typical elements of aid packages, and show how and when the costs impact you and your family.

1. Expected Family Contribution. Often times, a financial aid award letter begins with information about the overall cost to attend that school, and how much that school has determined that your family (or both you and your family) can pay. You’ll be given a total amount expected to be contributed by you and your family. Any money expected to be paid by you and your family is needed by the time of your first tuition payment (around the time when you start school); however, many schools allow you to pay in monthly installments (which involve an extra fee). If your school lists you separately from your family, your contribution will be expected to come from a summer job between your last year of high school and your first semester and/or from any savings or trust fund listed in your application. International students are usually not expected to work in the summer before attending college.

2. Your Financial Aid Award. Next will be information about your actual financial aid award, which will be based on that family contribution mentioned above. So, if your school has determined that your family can’t pay $27,000 of your tuition, room and board, and fees, your aid will cover that amount of need. In this section, a school may list some sources of funds that are not required to be paid back. These include scholarships and grants. Hopefully you’ll have a few of those!

3. Loans & Work Study. The rest of your aid award letter will be self-help. Here, you’ll see loans and possibly work study. You’re required to pay back loans, and the exact amount of repayment is determined by how much money you borrowed, the interest on the loan, and the repayment plan you choose. You’ll be expected to start paying most of them back after you’ve graduated and started working, although if you drop below half-time enrollment or leave school, you’ll be expected to pay them back then. Finally, work study may be offered to you to help cover your personal expenses during the school year. I didn’t understand this initially when I was in college, but you’re not required to pay this money to your school. You’ll simply have to get a part time job (usually one on campus) that participates in a federal work study program, and the government will help pay part of your salary.

There are so many different combinations of financial aid awards, so these aren’t always hard-and-fast rules. But if you keep these general guidelines in mind, you’ll be much better able to plan your finances in college, and beyond!

Dakotah Eddy is a Veritas Prep Head Consultant, and the Assistant Director of Admissions Consulting. She received both her bachelor’s degree and MBA from Cornell University (Go Big Red!), with the aid of several scholarships, grants, fellowships. She enjoys creating: from culinary masterpieces, to wearable art, to tech solutions.



Trends in Executive MBAs

HandshakeWe don’t talk a lot about Executive MBA programs. Why is that? They seem to be an afterthought to most business school applicants, especially as the average applicant continues to skew younger and younger. Well what about those applicants who are in the middle of their career? Who have ten plus years of experience? If you fit into that description, you really should consider an executive program instead of just the default option of doing the full time program.

So just who is a good fit for Executive MBA programs and what results are they seeing after the program? All of that and more was discussed in the Executive MBA Council’s (EMBAC) 2015 research report. The EMBAC is an association of more than 200 business schools that offer part-time and executive MBA study programs.

The first big trend we see with the EMBAC’s research is that men continue to dominate the population of executive MBA programs, which is interesting because there has been increased investment to attract women to business schools. Apparently those efforts are largely focused on full time programs, rather than on executive ones. While men make up 72% of the total enrollment in executive programs, however, female enrollment is on the rise — from 25.4% last year to 27.6% this year, which represents a nearly 10% increase.

The second trend this research shows is that the average age of attendees is now nearly 38 and the average years of work experience is 14, making the applicants fairly senior. Why should this matter to you if you are thinking about applying to a full time program instead of an executive program? A lot of what you get out of business school is based on the students around you and the network you create. So if you are nearly 40, which network do you think will help you more? One that is built of students who have between two and six years of work experience or one that is made up of other mid-level professionals who have over a dozen years of work experience? I would pick the latter.

Finally, you might be worried that executive programs don’t receive the same level of respect from companies and recruiters. While it’s hard to prove that, one thing we can look at is salary improvement after graduation. According to the EMBAC’s research, the average executive MBA participant enters the program making around $160,000 and leaves the program earning $190,000 — a pay increase of over 20% in less than two years!

Are executive programs starting to sound more interesting now? Well what if you could get your current company to help cover some of the costs of the program? According to the EMBAC, a quarter of all students received full tuition reimbursement from their employer! Another 16% received reimbursement for at least half the cost of the program and a final 20% received at least some coverage from their employer. Not too bad.

In conclusion, if you fit into that mid-career range of the typical executive MBA participant, you should really consider applying to that program in addition to the full time program. Your career just might thank you!

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or click here to take our Free MBA Admissions Profile Evaluation! As always, be sure to follow us on FacebookYouTube, Google+ and Twitter.

Quarter Wit, Quarter Wisdom: Cyclicity of Units Digits on the GMAT (Part 2)

Quarter Wit, Quarter WisdomAs discussed last week, all units digits have a cyclicity of 1 or 2 or 4. Digits 2, 3, 7 and 8 have a cyclicity of 4, i.e. the units digit repeats itself every 4 digit:

Cyclicity of 2: 2, 4, 8, 6

Cyclicity of 3: 3, 9, 7, 1

Cyclicity of 7: 7, 9, 3, 1

Cyclicity of 8: 8, 4, 2, 6

Digits 4 and 9 have a cyclicity of 2, i.e. the units digit repeats itself every 2 digits:

Cyclicity of 4: 4, 6

Cyclicity of 9: 9, 1

Digits 0, 1, 5 and 6 have a cyclicity of 1, i.e. the units digit is 0, 1, 5, or 6 respectively.

Now let’s take a look at how to apply these fundamentals:

What is the units digit of 813^(27)?

To get the desired units digit here, all we need to worry about is the units digit of the base, which is 3.

Remember, our cyclicity of 3 is 3, 9, 7, 1 (four numbers total).

We need the units digit of 3^(27). How many full cycles of 4 will be there in 27? There will be 6 full cycles because 27 divided by 4 gives 6 as quotient and 3 will be the remainder. So after 6 full cycles of 4 are complete, a new cycle will start:

3, 9, 7, 1

3, 9, 7, 1

… (6 full cycles)

3, 9, 7 (new cycle for remainder of 3)

7 will be the units digit of 3^(27), so 7 will be the units digit of 813^(27).

Let’s try another question:

What is the units digit of 24^(1098)?

To get the desired units digit here, all we need to worry about is the units digit of the base, which is 4.

Remember, our cyclicity of 4 is 4 and 6 (this time, only 2 numbers).

We need the units digit of 24^(1098) – every odd power of 24 will end in 4 and every even power of 24 will end in 6.

Since 1098 is even, the units digit of 24^(1098) is 6.

Not too bad; let’s try something a little harder:

What is the units digit of 75^(25)^5

Note here that you have 75 raised to power 25 which is further raised to the power of 5.

25^5 is not the same as 25*5 – it is 25*25*25*25*25 which is far more complicated. However, the simplifying element of this question is that the last digit of the base 75 is 5, so it doesn’t matter what the positive integer exponent is, the last digit of the expression will always be 5.

Now let’s take a look at a Data Sufficiency question:

Given that x and y are positive integers, what is the units digit of (5*x*y)^(289)?

Statement 1: x is odd.

Statement 2: y is even.

Here there is a new complication – we don’t know what the base is exactly because the base depends on the value of x and y. As such, the real question should be can we figure out the units digit of the base? That is all we need to find the units digit of this expression.

When 5 is multiplied by an even integer, the product ends in 0.

When 5 is multiplied by an odd integer, the product ends in 5.

These are the only two possible cases: The units digit must be either 0 or 5.

With Statement 1, we do not know whether y is odd or even, we only know that x is odd. If y is odd, x*y will be odd. If y is even, x*y will be even. Since we don’t know whether x*y is odd or even, we don’t know whether 5*x*y will end in 5 or 0, so this statement alone is not sufficient.

With Statement 2, if y is even, x*y will certainly be even because an even * any integer will equal an even integer. Therefore, it doesn’t matter whether x is odd or even – regardless, 5*x*y will be even, hence, it will certainly end in 0.

As we know from our patterns of cyclicity, 0 has a cyclicity of 1, i.e. no matter what the positive integer exponent, the units digit will be 0. Therefore, this statement alone is sufficient and the answer is B (Statement 2 alone is sufficient but Statement 1 alone is not sufficient).

Finally, let’s take a question from our own book:

If n and a are positive integers, what is the units digit of n^(4a+2) – n^(8a)?

Statement 1: n = 3

Statement 2: a is odd.

We know that the cyclicity of every digit is either 1, 2 or 4. So to know the units digit of n^{4a+2} – n^{8a}, we need to know the units digit of n. This will tell us what the cyclicity of n is and what the units digit of each expression will be individually.

Statement 1: n = 3

As we know from our patterns of cyclicity, the cyclicity of 3 is 3, 9, 7, 1

Plugging 3 into “n”, n^{4a+2} = 3^{4a+2}

In the exponent, 4a accounts for “a” full cycles of 4, and then a new cycle begins to account for 2.

3, 9, 7, 1

3, 9, 7, 1

3, 9

The units digit here will be 9.

Again, plugging 3 into “n”, n^{8a} = 3^{8a}

8a is a multiple of 4, so there will be full cycles of 4 only. This means the units digit of 3^{8a} will be 1.

3, 9, 7, 1

3, 9, 7, 1

3, 9, 7, 1

3, 9, 7, 1

Plugging these answers back into our equation: n^{4a+2} – n^{8a} = 9 – 1

The units digit of the combined expression will be 9 – 1 = 8.

Therefore, this statement alone is sufficient.

In Statement 2, we are given what the exponents are but not what the value of n, the base, is. Therefore, this statement alone is not sufficient, and our answer is A (Statement 1 alone is sufficient but Statement 2 alone is not sufficient).

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on FacebookYouTube, 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 Cliché Advice is Pretty Good Advice: 5 Ways to Handle Social Anxiety in College

Letter of RecommendationGoing off to college can be scary for a lot of reasons. The difficult academics and the fact that it’s many people’s first time away from home are big challenges, but the fear of not fitting in socially is incredibly common among soon-to-be college freshmen. During orientation, there will be throngs of new people, forced and awkward interactions, and a pervading sense that everyone else has already gotten everything figured out. All these forces – coupled with the transition to an entirely new way of life (college living) – can be quite daunting when a person starts to think about how he or she is going to go about making meaningful friendships.

If this sounds like you, don’t be afraid! Feeling nervous about making friends and fitting in is a perfectly normal part of the transition to college. Being thrown from a position where you’ve known everyone in your school for your whole childhood into a place where every face is unrecognizable is a scary thing for anyone, regardless of what they might tell you. Never fear, though, these worries are easily overcome: here are a few tips and things to keep in mind as you try to navigate the collegiate friend-making process.

1. Remember that everyone is in the same position as you. It’s helpful to keep in mind that you aren’t alone in feeling nervous. Everyone has been thrust into the same new situation that you are in. This does mean that other people are nervous, but it also means that they are actively seeking out new friends; when two people who are looking for friends meet each other, there’s a good chance they will find something to be friendly about! If that doesn’t convince, you, just remember that millions of people have already gone through the same process and came out all right. Think of the stories your uncle has probably told you about the fun, crazy times he had with his freshman roommate!

2. The people who look like they have everything figured out, don’t! It’s too easy to look around at all the smiling faces around you and worry that everyone else has already found their best friends.  Most of the time, those people are just really good actors. As the saying goes, people will “fake it ‘til they make it,” so there’s no need to feel behind if you don’t yet feel like you’re the pinnacle of popularity.

3. Go outside your comfort zone – but stay true to yourself. If you’re anything like me (a pretty hard core introvert), the prospect of going to a random meet-and-greet sounds about as fun as counting blades of grass. However, I dragged myself out to class gatherings on the main green during my orientation, and while I didn’t find any of my best friends there, it is nice to see people around campus that I met during my first few days at school. Be social and say yes to things when you’re on the fence, but once you’re actually at an event, make sure to be yourself. After all, you’ll only find real friends if they get to know the real you.

4. The cliché advice is pretty good advice. I’m sure you’ve heard the same refrains over and over again: Join clubs! Meet people in classes! Talk to your neighbors! These might sound cheesy or overused, but they’re actually not bad pieces of advice. Orientation events can expose you to a wide variety of people, but clubs and classes are places where you’re likely to meet people who have similar interests and hobbies. Additionally, it’s nice for your dorm to be a homey atmosphere, and being friendly with your dorm-mates only contributes to that good feeling!

5. Keep a long-term perspective. Making friends is hard, and it takes time. Manage your expectations so you don’t feel bad about yourself at all if you haven’t found the best friends you’ve ever met within the first two weeks of school. It’s okay if you’re not in love with every new person you meet. If you keep searching around and approach the endeavor with a positive attitude, sooner or later you will find a group of people that you can’t remember ever being in college without.

Take a breath, be yourself, and eschew any nervousness of being awkward. Chances are most people won’t remember you anyway, so go out, have fun, and make some great new pals!

Are you starting to work on your college applications? We can help! Visit our College Admissions website and fill out our FREE College profile evaluation

By Aidan Calvelli

GMAT Tip of the Week: What Test-Takers Should Be Thankful For

GMAT Tip of the WeekIf you’re spending this Thanksgiving weekend studying for the GMAT in hopes of a monster score for your Round 2 applications, there’s a good chance you’re feeling anything but grateful. At the very least, that practice test kept you inside and away from the hectic horror that has become Black Friday, but it’s understandable that when you spend the weekend thinking more about pronouns than Pilgrims and modifiers than Mayflowers, your introduction to the holiday season has you saying “bah, humbug.”

As you study, though, keep the spirit of Thanksgiving close to your heart. Those who made the first pilgrimage to New England didn’t have it easy, either – Thanksgiving is about being grateful for the small blessings that allowed them to survive in the land of HBS, Yale, Sloan, and Tuck. And the GMAT gives you plenty to be thankful for as you attempt to replicate their journey to the heart of elite academia. This Thanksgiving, GMAT test-takers should be thankful for:

1) Answer Choices

While it’s normal to dislike standardized, multiple-choice tests, those multiple choices are often the key to solving problems efficiently and correctly. They let you know whether you can get away with an estimate, allow you to backsolve or pick numbers to test the choices, and offer you insight into how you should attack the problem (that square root of 3 probably came from a 30-60-90 triangle if you can find it). On the Verbal Section, they allow you to use process of elimination, and particularly on Sentence Correction, to see what the true Decision Points are. A test without answer choices would mean that you’d have to do every problem the long way, but those who know to be thankful for answer choices will often find a competitive advantage.

2) Right Triangles

Right triangles are everywhere on GMAT geometry problems, and learning to use them to your advantage gives you a huge (turkey?) leg up on the competition. Right triangles:

  • Provide you with side ratios, or at least the Pythagorean Theorem
  • Make the base-height combination for the area of a triangle easy (just use the two sides adjacent to the right angle as your base and height)
  • Allow you to use the Pythagorean Theorem to solve for the distance between any two points in the coordinate plane
  • Let you make the greatest difference between any two points in a square, rectangle, cylinder, or box the hypotenuse of a right triangle
  • Help you divide strange shapes into easy-to-solve triangles

Much of GMAT geometry comes down to finding and leveraging right triangles, so thankful that you have that opportunity.

3) Verbs

When there are too many differences between Sentence Correction answer choices, it can be difficult to determine which decision points are most important. One key: look for verbs. When answer choices have different forms of the same verb – whether different tenses or singular-vs.-plural – that’s nearly always a primary decision point and a decision that you can make well using logic. Does the timeline make sense or not? Is the subject singular or plural? Often the savviest test-takers are the ones who save the difficult decisions for last and look for verbs first. Whenever you see different versions of the same verb in the answer choices, be thankful – your job just got easier.

4) “The Other Statement”

Data Sufficiency is a challenging question type, and one that seems to always feature a very compelling trap answer. Very often that trap answer is tempting because:

A statement that didn’t look to be sufficient actually is sufficient.

A statement that looked sufficient actually isn’t.

And that, “Is this tricky statement sufficient or not?” decision is an incredibly difficult one in a vacuum, but the GMAT (thankfully!) gives you a clue: the other statement. When one statement is obvious, its role is often to serve as a clue (“you’d better consider whether you need to know this or not when you look at the other statement”) or a trap (“you actually don’t need this, but when we tempt you with it you’ll think you do”). In either case, the obvious statement is telling you what you need to consider – why would that piece of information matter, or not? So be thankful that Data Sufficiency doesn’t require you to confirm your decision on each statement alone before you get to look at them together; taking the hint from one statement is often the best way to effectively assess the other.

5) Extra Words in Critical Reasoning Conclusions

If you spend any of this holiday weekend watching football, watch what happens when the offense employs the “man in motion” play (having one of the wide receivers run from one side of the offense to the other). Either the defensive player opposite him follows (suggesting man coverage) or he doesn’t (suggesting zone). With the “man in motion”, the offense is probing the defense to see, “What kind of defense are you playing?”. On GMAT Critical Reasoning, extra words in the conclusion serve an almost identical purpose – if you’re looking carefully, you’ll see exactly what’s important to the problem:

Country X therefore has to increase jobs in oil refinement in order to avoid a surge in unemployment. (Why does it have to be refinement? The traps will be about other jobs related to oil but not specifically refinement.)

Therefore, Company Y needs to cut its marketing expenses. (Why marketing and not other kinds of expenses?)

The population of black earthworms is now almost equal to that of the red-brown earthworm, a result, say local ecologists, solely stemming from the blackening of the woods. (Solely? You can weaken this conclusion by finding just one alternate reason)

For much of the Verbal Section, the more words you have to read, the more difficult your job is to process them all. But on Critical Reasoning, be thankful when you see extra words in the conclusion – those words tell you exactly what game the author is playing.

6) The CAT Algorithm

For many test-takers, the computer-adaptive scoring algorithm is something to be angry or frustrated about, and certainly not something to be thankful for. But if you look from the right angle (and you know we’re already thankful for right angles…) there’s plenty to be happy about, including:

  • You’re allowed to miss questions and make mistakes. The CAT system ensures that everyone sees a challenging test, so everyone will make mistakes. You don’t have to be perfect (and probably shouldn’t try).
  • You get your scores immediately. Talk to your friends taking the LSAT and see how they feel about turning in their answer sheet and then…waiting. In an instant gratification society, the GMAT gives you that instant feedback you crave. Do well and celebrate; do worse than you thought and immediately start game-planning the next round while it’s fresh in your mind.
  • It favors the prepared. You’re reading a GMAT blog during your spare time… you’ll be among those who prepare! The pacing is tricky since you can’t return to problems later, but remember that everyone takes the same test. If you’ve prepared and have a good sense of how to pace yourself, you’ll do better than those who are surprised by the setup and don’t plan accordingly. An overall disadvantage can still be a terrific competitive advantage, so as you’re looking for GMAT-themed things to be thankful for, keep your preparation in mind and be thankful that you’re working harder than your competition and poised to see the rewards!

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!

By Brian Galvin.

Happy Thanksgiving from Veritas Prep!

Thanksgiving is a time to reflect on the past year, give thanks for all the good that is in your life… and be completely stressed out. Between gathering ingredients to roast the perfect turkey, formulating your plan of attack for Black Friday shopping, arranging your holiday decorations (Didn’t we just finish Halloween?), and mentally preparing yourself to interact with family members you may or may not be excited to see, add to that the stress of preparing for your educational future.

Whether you are studying to take the GMAT, GRE, SAT or ACT, or are tweaking your dream school application for the tenth time, the holidays are most certainly not the most relaxing time of the year.

At Veritas Prep, we’d like to make your holidays just a little less stressful by offering you our biggest discounts of the year for Black Friday: starting November 27, for an entire week, you can save up to $1,000 on test prep and admissions consulting services from Veritas Prep! This sale won’t last forever, so check out our discounts here and take advantage of the savings before it’s too late!

From everyone at Veritas Prep, we’d like to take this opportunity to express how thankful we are for our amazing students, instructors, admissions consultants, and staff that we are fortunate to be able to work with every day. We hope that wherever you are in the world, that you have a wonderful holiday weekend.

Happy Thanksgiving!


MBAs in Silicon Valley

Stanford GSBWhile the fundamental principles of business never change, it has an inherently fluid nature. The idea is simple: you must adapt to survive. Big players like Google, Intel and Facebook have been drawing MBAs into the Silicon Valley at a steadily-increasing rate for years, however, startup companies are now also garnering a unique attraction for MBAs with brand new degrees and strong desires for innovative and creative opportunities, as well.

Despite a considerably large risk of failure, numerous startups are formed in the Silicon Valley every year. It is estimated that 33% of all startups will not succeed. For most MBAs, going to work at a startup company is a rather significant gamble, as startups are characteristically designated by businesses models that are very scalable yet invalidated. While this may seem like an unsafe bet for many people, it is actually fairly obvious why new MBAs are drawn to startups in the Silicon Valley.

In recent years, millennials have made a number of huge impacts on the workplace. They initially had a reputation for being self-entitled, narcissistic and lazy, however that negative connotation is quickly fading to a distant memory as companies adapt to accommodate this fast-growing demographic. Millennials now make up one-third of today’s workplace – that is over 54 million employees. Having an MBA degree, however, does not exempt this younger generation from the same characteristics that define their peers.

Tech startups in Silicon Valley offer many of the perks that millennials value in the workplace. At almost any startup, the rules are fluid and employees have a large influence on their working environment and capacity for productivity. Startups are also notorious for open workspaces, group collaboration and unique perks like massage tables and game rooms. These benefits are a huge attraction for a generation of MBAs that is likely to financially struggle more than its predecessors.

MBAs that go to work at startups in the Silicon Valley also often gain much more ownership of their projects and results than they would from traditional companies. Millennials are typically very passionate about what they do for a living – companies are likely to see many applicants from this particular age group when they create innovative environments that foster this passion.

For a generation that was raised with seemingly unconditional praise, recognition is important in the workplace, and startups give inexperienced MBAs a chance to prove themselves. It is no easy task to take a small startup company and make it an impressive success – the allure of potential for achievement and praise is one large contributing factor in the huge amount of MBAs that are going to work at this type of company.

It has been shown that many first-year MBAs are strongly attracted to working in the lucrative field of technology. This field has tremendously grown in the last twenty years, and is predicted to continue growing exponentially. Despite the amount of new and unproven tech startups in the Silicon Valley, it is easy to see why this area is anticipated to continue to draw numerous millennials with MBA degrees for many years to come.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or click here to take our Free MBA Admissions Profile Evaluation! As always, be sure to follow us on FacebookYouTube, Google+ and Twitter.

SAT Tip of the Week: Stop Saying That You Are Not a Good Test Taker!

SAT Tip of the Week - FullThere are a number of ways that human beings self-sabotage. There are the obvious things that we do, such as making ourselves late or not trying to do things for fear that we will fail, and then there are the more insidious ways that we self-sabotage, such as telling ourselves that we “can’t” do or aren’t “good” at various things.  It is certainly true that most human beings are not born with the ability to be rock stars on standardized tests, but that does not mean that the skills necessary to succeed on an SAT can’t be learned.

The truth is that saying, “I’m not a good test taker,” gives that statement truth, but no one is good at anything until they become good at it.  So instead, change that statement to, “I’m going to be a great test taker!” and use the following strategies to take the fear of being bad at taking exams and transform it into the motivation to be great.

1) Acknowledge Your Feelings

Fear of failure is nothing to be ashamed of, nor is it something that should be discounted. If a student feels anxiety, it is best to acknowledge that feeling so that it can be addressed properly. See if you can identify what specifically is causing the fear.  Is it a specific section of the SAT? Is it the thought of time running out?  Is it a worry that you will make arithmetic errors on the math section? All of these are valid concerns that can be approached with practical steps.

Remember, fear is essentially a projection of a negative outcome into an unknown (and unknowable) future! Think of something that you can work on right NOW that can help to address the particular source of your anxiety – for example, if you are worried about arithmetic, plan on doing some math problems that require a lot of arithmetic and be super specific about how you line up your equations and draw every single step.  This will show you that you are capable of doing the task. Don’t live in the future, focus on what can be done right now!

2) Change Your Mindset

Changing one’s mindset is an active process that involves acknowledging thoughts that are not helpful and attempting to focus on other thoughts that are more helpful.  Instead of being disappointed at your wrong answers, look at all the answers you got right.  What are you already good at?  Acknowledging that you have a number of skills that have already been developed not only gives you confidence, but also helps to focus your studying on the things that need the most work.  These are not things you are bad at, these are things you are soon to be good at!

3) Allow Time For Sleep

Your body needs sleep.  For most people 6-9 hours is an appropriate amount of sleep, but listen to your body.  If you feel that you are not giving yourself enough time to sleep, your body can suffer from sleep deficiency which can reduce mental and physical acuity.  It is worth mentioning that substances like caffeine have similar effects on the body to adrenaline, so it may be that avoiding coffee when you feel anxious will help to reduce the physical manifestations of anxiety like an increased heart rate and feeling of jitters.

4) Organize Your Time

This involves doing tasks in the moment rather than worrying about the future.  Create organized study schedules that address whatever SAT concerns you have and help to build the skills that you feel you need the most help with.  Create a list of the things you would like to work on in order of importance and then set aside time to practice each in turn. Over preparing is a great way to reduce anxiety – if you are truly prepared for an exam, you have very little to feel anxious about.  Especially work on that vocabulary: knowledge of vocabulary will not only help with the completing the sentences questions, but will also help you feel confident in deciphering complicated reading sections.

5) Visualize The Outcome You Want

In general, approaching tests with a positive attitude has a tremendous effect on real outcomes.  Numerous studies have demonstrated that positive visualization is associated with success in various pursuits.  Take a few minutes before you go to bed to visualize yourself receiving the score that you desire on the test.  This can go a long way to convincing yourself that you are capable of success.

The moral of this story is that telling yourself you are bad at things does nothing to actually accomplish anything practical, it simply affirms a destructive opinion and gives you permission to believe bad things about yourself.  So acknowledge your feelings, then start working on practical things that will help you become the test taker you are capable of being.  You can do it!

Still need to take the SAT? We run a free online SAT prep seminar every few weeks. And, be sure to find us on Facebook, YouTube, Google+ and Twitter!

David Greenslade is a Veritas Prep SAT instructor based in New York. His passion for education began while tutoring students in underrepresented areas during his time at the University of North Carolina. After receiving a degree in Biology, he studied language in China and then moved to New York where he teaches SAT prep and participates in improv comedy. Read more of his articles here, including How I Scored in the 99th Percentile and How to Effectively Study for the SAT.

Breaking Down Kellogg Evaluation Criteria

Kellogg School of ManagementThe Kellogg School of Management at Northwestern University has always taken a holistic view of their application process and the criteria with which it assesses candidates. Before diving head-first into the application process, candidates should review the evaluation criteria that the school has publicly communicated.

This approach will allow interested applicants a chance to strategize how they will best craft their profiles for success in applying to the the prestigious midwestern university. Now keep in mind, creating a game plan based on the evaluation criteria below should not be confused with trying to “game” the process – it should be instead used to focus your approach to the Kellogg application.

Let’s explore the five aspects of Kellogg’s evaluation criteria that the Admissions Committee utilizes for interested applicants:

1) Work Experience

This is business school after all, so your pre-MBA work experience will matter. Kellogg, like many other top MBA programs, is pre-disposed to strong brands, not just because these names have more cache, but because often these strong brands afford great development opportunities for those early in their careers. However, not having a strong brand on your resume is not necessarily a negative. The AdComm is really looking for the rigor and nature of your work experience here more so than a flashy brand. The more logical and upward-trending your work experience appears, the better off you will be in this area.

2) Impact

The criterion of impact connects directly with your work experience but is not limited exclusively to this domain. This single category can communicate a lot to the AdComm about your past, present and potential future. Kellogg seeks applicants who have driven impact in their past organizations and will continue to do so in the future, so make sure, if possible, you highlight your impact on the various organizations you have been a part of.

3) Professional Goals

Are your professional goals clear and logical? Do they align with your background? These are some of the questions you need to make sure you have articulated responses to. Kellogg wants to know that you have thought through your career goals as well as how their particular school can help you reach them, and specifically, Kellogg is seeking to determine whether the program can help you reach your goals given your background and the offerings of the school.

4) Leadership

Leadership skills are one of the top skills the AdComm at Kellogg look for in prospective students. Whether you are a seasoned professional or an applicant early in your career, it is important to showcase at the very least pockets of leadership in your background.  Leadership can exist anywhere, so make sure to canvas all aspects of your background to ensure you are highlighting your most relevant leadership experiences. Remember, leadership skills do not have to be limited to your professional experience –extra-curricular leadership experiences can be just as important if framed appropriately.  Kellogg is looking for the future leaders of tomorrow, so try to get the program excited about your leadership potential.

5) Interpersonal Skills

Coming from Kellogg, it should come as no surprise that this is a key evaluation point, given the educational approach that the school has pioneered and championed over the last few decades. Kellogg has built an unparalleled student community and has created a comprehensive application process that filters out the right type of applicants. Utilize the various touchpoints Kellogg offers via their application process to highlight the unique aspects of your personal and professional character and experiences.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or click here to take our Free MBA Admissions Profile Evaluation! As always, be sure to find us on FacebookYouTubeGoogle+ 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 of his articles here

Academics, Social or Recruiting? Pick Two…

Law School ImagesYou might have thought your two years of business school would be a breeze. It would be a good break from the working world, a chance to recharge your batteries. You think about being back on a college campus again. You think about finally being a college student with some money in your pocket. You might even see current business school students sharing pictures on their Instagram of a recent spring break vacation or ski trip. What fun you might think!

Well, we’ve got bad news for you. When it comes time to actually start going to business school, you’ll be busier than you ever could have believed. You’ll look longingly at the days when you had a real job and were getting paid a lot of money to reach your objectives. Now, it’s all about the future returns on not only the investment of your tuition dollars, but also your time. In fact, you’ll have so much that you want to do, that you’ll have to find a way to balance your time and invariably, something that is really important will have to be sacrificed.

Typically, there are three legs to the business school experience: academic, social and recruiting. You’ll probably only have the time to pick two, so let’s look at each option and break them down.

On the academic side – well, you are in school. You are there to learn, to become a better professional in your chosen career, so maybe it would make sense to invest a lot of time in your classes, projects and other academic work? However, many people think they are in school to get a better job, and a dirty little secret is that often recruiters don’t really care about your MBA grades. Many schools don’t even give out letter grades or calculate a GPA! Other schools ask you not to list it on your resume or report it to recruiters. So how important is academics to business school? It will be up to you to prioritize or not.

The recruiting side is obvious to many. Since you are paying so much for a professional degree, you better get a really great career out of it. From preparing for interviews with case prep and company research to attending all of the various networking sessions and spending time with alumni, networking may prove to be an important priority for you just to get your foot in the door for an interview.

Finally, there is the social aspect to business school. There will be plenty of time for happy hours, club events and free time to take vacations. But, have you ever tried to take part in a case discussion while hungover? Or tried to spend time at a recruiting event when all of your section mates are at the weekly happy hour? There will be many social opportunities and distractions during business school and you’ll have to figure out how to manage many different commitments while still maintaining sight of the priorities you had before you stepped foot on campus.

At the end of the day, there is no right answer. Be true to yourself and what brought you to business school and you’ll make the right decision. Just remember that you can’t do everything!

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or click here to take our Free MBA Admissions Profile Evaluation! As always, be sure to follow us on FacebookYouTube, Google+ and Twitter.

Should You Take the ACT Plus Writing Test?

Essay As an ACT tutor, one of the most frequent questions I’m asked by students is whether or not they should take the ACT Plus Writing test. Don’t let the fancy name throw you off; the ACT Plus Writing Test is just the ACT with an essay added onto the end. Unlike the SAT essay, however, the ACT essay is optional, so most ACT-takers inevitably wonder if it’s worth the extra time and effort to prepare for the ACT essay.

When I speak to any of my students about this in person, I always ask them the following questions, which I’ll now give to you:

  • Do the colleges you are applying to require it?
  • How much time do you have to prepare for the upcoming ACT?
  • How comfortable are you with timed and/or in-class essays in general?

So, let’s start with question 1. If you can’t answer that question now, not to worry, this handy search engine on the ACT website can find out the answer for you. I would recommend that you search for the requirements of both your “reach schools” and your “safety schools”. I say this because you’ll find as you get deeper into the college application process, you may change your mind about which school you actually want to attend. Maybe you thought that you wanted to go out of state, to one of your reach schools, but now you’ve decided that you’d like to stay closer to home. Or maybe you’ll realize that you could be a candidate for scholarship to a school that wasn’t on your mind a few months ago, because it didn’t have an elite name. In other words, be sure to cover all of your bases, so that you don’t run into a situation where you have to take an additional ACT just to get the essay score, because now you’re trying to get into a school (that requires the essay) that you’d previously overlooked.

An aside, your essay score will not affect your score for the English section, nor will it affect your composite score. In other words, if you get your dream composite score on the ACT (like a 32 or higher!) and you don’t do so hot on the essay, your overall score won’t drop. The only additional thing that happens when you take the ACT essay is that you will receive a Writing test score on a scale of 1-36 (as well as individual scores for Ideas and Analysis, Development and Support, Organization, and Language Use and Conventions) and an image of your essay will be available to colleges that you have the ACT send that test date’s scores to. This means that worrying about how the ACT essay will “make you appear to colleges” shouldn’t be a determining factor in your decision. The primary factor that will help you choose whether or not to do the essay is whether or not any of your reach or safety schools require the essay.

Onto question two. If you are, at the moment, fairly certain that you won’t be applying to schools that require the essay, you may still be one the fence about taking it because you can’t quite dismiss the thought that in the future you may want to apply to a college that does require it. This is especially relevant if you are a junior, since you still have a good deal of time to get your dream score and figure out what colleges you want to apply to. If this is you, I would ask you to consider how much time you have to prepare for the upcoming ACT. If you are extremely busy in the morning, afternoon, and night with homework, extra-curriculas, and other work, and you only have a month or so until the ACT, you may want to spend your time focusing on studying for the other four sections. Basically, it may be a better use of your time to focus on less, that way you can really improve your test-taking habits, rather than to try to cram everything in at once. However, once you’ve taken one official ACT, if you do need to get an essay score, you will want to start carving out time to add the essay to your studying plan.

As a tutor, I believe that the ACT essay is actually fairly straightforward to prepare for, just as long as you have enough time. So, if you can commit to both writing at least 3 or 4 practice essays before test day and reviewing those tests using the ACT grading rubric so that you can steadily improve, I’d tell you to go ahead and do it.

Finally, my last question for you is how comfortable you feel writing in-class essays or timed essays in general.  If you struggle with these, the ACT Plus Writing may actually be an opportunity for you to improve this skill. It is a skill! In college, you will regularly be asked to write in-class essays on both your mid-terms and your finals, so learning how to write an essay under timed conditions while you are still in high school is a skill with long term benefits.

Happy Studying!

For more tips on acing the ACT and getting into the most competitive universities in the nation, be sure to find us on Facebook and Google+, and follow us on Twitter!

By Rita Pearson

Did You Get a B- on Your Last Exam? Here Are 4 New Ways to Think About Your Grades in College.

report cardGrades are, to most people, a big deal. People obsess about grades. Grades stress people out. People think grades are the end goal of school. People give up sleep to boost their grades. Although these ideas are quite common, be careful not to stifle your learning or emotional health.

In both high school and college there seems to exist a mindset that you always need to worry about getting the best grades possible. This pressure can come from all around: parents, teachers, oneself, college applications, friends, and social institutions all can contribute to this in some way. But just because this feeling of pressure is pervasive doesn’t mean that it’s good or right. Here are some ways to re-imagine how to think about grades and change your learning approach in college:

  1. Grades are just one measure of academic performance. Right now you might be thinking, “no duh.” What I mean is that it’s crucial to not get caught up in the flawed concept that “grades are the ultimate measure of a person’s self-worth.” Grades are designed to assess students on their academic progress and give them an understanding of how they are doing in class. Getting an “A” doesn’t mean you’re smart and getting a “C” doesn’t mean you’re dumb; all those letters show you is how your teacher thinks you’re doing in one specific class at one specific point in time. Academic performance is important, but make sure you don’t think the grade you get as the definitive statement on your intelligence and future prospects.
  1. Learning is an end in itself. Many students treat grades as the goal of school, and learning merely as the means of achieving that goal. This makes learning a lot less important than it should be. Much of the magnificent progress in the world has come from people who are dedicated to learning and understanding for its own sake. People like Albert Einstein and Benjamin Franklin didn’t do their great work so that someone could give them a grade for it; rather, they did it with the understanding that knowledge, in itself, has the power to make the world a better place.
  1. Focus on the thrill of discovery. If you focus on the thrill of discovery and develop a love for learning, school will be a lot less stressful and more enjoyable. You’ll also find yourself free from the stress that comes from worrying about what grade your teachers will assign you, and instead you will have the time and energy to do good work that you like and find meaning in. Incidentally, this works out really well for your grades; the more you enjoy the work you do, the better it will likely be. The better the work is, the higher the grade you’ll receive! It sounds paradoxical, but the less you focus on grades and the more you focus on learning, the better your grades will end up being.
  1. Set your own standards of success. Keep in mind that a grade is an individual measure. Never use a grade to compare yourself to others, whether positively or negatively. Keep your grades to yourself and use them just as one factor in motivating yourself to change your study habits, and you’ll find that you are a lot less worried about the grades you get. A big part of human anxiety comes when we judge ourselves relative to other people; when it comes to grades, it’s healthier and more beneficial to avoid that problem entirely. Although grades do act as a sort of standard, it’s vital that you don’t hold yourself to an unrealistic standard of perfection, especially one that you don’t have direct control over. Pushing yourself to be your best is an important part of life, but it is even more important that how you ultimately see yourself originates from inside of you, not from some letter a teacher decides to put on your report card.

To sum up – enjoy how much you’re learning, keep happiness one of your central goals, and remember that the better you are as a self-motivated learner, the more fun you’ll have succeeding in school!

Are you starting to work on your college applications? We can help! Visit our College Admissions website and fill out our FREE College profile evaluation

By Aidan Calvelli

Your Guide to Joining Clubs in Business School

clubbin bearFrom your first day on campus, if not much earlier, you will inundated with information about all of the various clubs (no, not the dancing kind, unless of course your school offers a Dance Club) that your business school has to offer. The Marketing Club, the Consulting Club, the Ski Club, the Wine and Cheese Club, and maybe even the Cigars and Poker Club. Applicants are even sometimes asked to indicate which clubs they are interested in during the application process. (“Hmmm, I really like both wine and cheese. Sign me up!”)

And don’t forget about “Student Government” where your section will hold elections within a few days of knowing each other for positions such as “Section President” and “Vice President of Recruiting.” Almost everyone will have joined multiple clubs and have multiple elected positions. The dirty secret, of course, is that these positions are like the participation trophy of business school – everyone gets one just for showing up.

This is a particularly stark contrast to undergraduate school, where many students never get involved in on-campus activities and running a club was much more difficult because it’s hard to always get consistent support from a bunch of twenty-something-year-olds who are eager to enjoy the many other distractions of undergraduate life. But business school attendees in their mid-twenties who are uber motivated and spending their own money to get a better job, they will show up in droves to improve their chances for their dream jobs.

You might start to wonder what this all means to your student experience and how much or how little you should get involved. I often tell clients that there are three legs to your experience on campus: academics, recruiting and social. And you can only pick two. However, clubs typically span both recruiting and social. It can help your employer networking and look good on a resume, while also giving you more time to spend with your fellow classmates on potentially fun and engaging projects.

However, let me provide a few words of caution when it comes to clubs. First, don’t overdo it. Joining a dozen clubs (all of which have a membership of ten to thirty dollars) starts to hurt more than it helps. You can’t possibly devote enough time to them – it gets expensive and if you write down a big list of these clubs on your resume, it certainly looks like you are simply padding it to make up for other deficiencies in your story. Second, try to make sure they are relevant to who you are. Are you a passionate supporter of LGBT rights? Sure, sign up for the club. Hate golfing, but think it’s what “business school” people do? Don’t waste your time.

Should you try to get one of those many leadership positions? Yes, maybe one. At most two if you are really going to give it some effort. Bottom line, one of the most important things in business school and life, and something that can never be taught, is being authentic. Trying too hard to be a leader, especially if you don’t have much real leadership experience on your resume can come off fake and actually turn recruiters off.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or click here to take our Free MBA Admissions Profile Evaluation! As always, be sure to follow us on FacebookYouTube, Google+ and Twitter.

Do You Know the 4 Ways to Make Your Personal Statement Stand Out?

writing essayYour personal statement is a very large aspect of your college application, and often an element of the application that takes the most time to complete. Your personal statement is your opportunity to show your strengths and qualifications to your target schools while highlighting your accomplishments and differentiating yourself from the thousands of other applications stacked on the table.

While sometimes writing a personal statement can seem overwhelming and stressful, it should also be simple and approachable – you’re just talking about yourself, right? Here are 4 quick tips to successfully write a stand-out personal statement.

  1. Follow Directions. This seems so simple and hard to overlook, but I can’t tell you how many applicants simply miss the easiest instruction. While it is important to create a narrative that accurately reflects who you are, always make sure to answer the actual question or prompt.
  1. Be True to Yourself. Your personal statement is your opportunity to showcase an aspect of yourself that hasn’t been noted or discussed anywhere else on your application. It’s probably true that your personal experiences are not the same experiences as every other applicant to your target schools, so think critically about what sets you apart and own your story. Admissions committees are looking to learn more about you and the unique qualities that you would bring to their universities. Be authentically you, it’s the best version of yourself anyway!
  1. Tailor your Approach. It’s not to your benefit to copy and paste the same personal statement into each of the applications you submit. Not only will the prompts possibly be different, but each school and the type of student they are looking for may be different, too. Take time to do your research about each school and think critically about how you can portray yourself and your story in a way that accurately reflects each campus.
  1. Tell a Story. Well-written and well-told stories are impossible to overlook and very hard to forget. Admissions committees will read hundreds of applications each season, and the best way for yours to stand out is if you tell a memorable story. When selecting which story you’d like to tell, brainstorm a list of every possible topics – these could be personal experiences, obstacles you’ve overcome, a huge accomplishment that has shaped your future goals etc. Once you’ve selected your topic, find the right angle to tell you story and make sure your angle is memorable.

There you have it! 4 quick tips to successfully writing a stand-out personal statement. Now get your pen to paper and good luck!

Need help prepping your early college applications? Visit our College Admissions website and fill out our FREE College profile evaluation

Laura Smith is Program Manager of Admissions Consulting at Veritas Prep. Laura received her Bachelor of Journalism from the University of Missouri, followed by a College Counseling Certificate from UCLA.

Quarter Wit Quarter Wisdom: Cyclicity of Units Digits on the GMAT

Quarter Wit, Quarter WisdomIn our algebra book, we have discussed finding and extrapolating patterns. In this post today, we will look at the patterns we get with various units digits.

The first thing you need to understand is that when we multiply two integers together, the last digit of the result depends only on the last digits of the two integers.

For example:

24 * 12 = 288

Note here: …4 * …2 = …8

So when we are looking at the units digit of the result of an integer raised to a certain exponent, all we need to worry about is the units digit of the integer.

Let’s look at the pattern when the units digit of a number is 2.

Units digit 2:

2^1 = 2

2^2 = 4

2^3 = 8

2^4 = 16

2^5 = 32

2^6 = 64

2^7 = 128

2^8 = 256

2^9 = 512

2^10 = 1024

Note the units digits. Do you see a pattern? 2, 4, 8, 6, 2, 4, 8, 6, 2, 4 … and so on

So what will 2^11 end with? The pattern tells us that two full cycles of 2-4-8-6 will take us to 2^8, and then a new cycle starts at 2^9. 




The next digit in the pattern will be 8, which will belong to 2^11. 

In fact, any integer that ends with 2 and is raised to the power 11 will end in 8 because the last digit will depend only on the last digit of the base. 

So 652^(11) will end in 8,1896782^(11) will end in 8, and so on…

A similar pattern exists for all units digits. Let’s find out what the pattern is for the rest of the 9 digits. 

Units digit 3:

3^1 = 3

3^2 = 9

3^3 = 27

3^4 = 81

3^5 = 243

3^6 = 729

The pattern here is 3, 9, 7, 1, 3, 9, 7, 1, and so on…

Units digit 4:

4^1 = 4

4^2 = 16

4^3 = 64

4^4 = 256

The pattern here is 4, 6, 4, 6, 4, 6, and so on… 

Integers ending in digits 0, 1, 5 or 6 have the same units digit (0, 1, 5 or 6 respectively), whatever the positive integer exponent. That is:

1545^23 = ……..5

1650^19 = ……..0

161^28 = ………1

Hope you get the point.

Units digit 7:

7^1 = 7

7^2 = 49

7^3 = 343

7^4 = ….1 (Just multiply the last digit of 343 i.e. 3 by another 7 and you get 21 and hence 1 as the units digit)

7^5 = ….7 (Now multiply 1 from above by 7 to get 7 as the units digit)

7^6 = ….9

The pattern here is 7, 9, 3, 1, 7, 9, 3, 1, and so on…

Units digit 8:

8^1 = 8

8^2 = 64

8^3 = …2

8^4 = …6

8^5 = …8

8^6 = …4

The pattern here is 8, 4, 2, 6, 8, 4, 2, 6, and so on…

Units digit 9: 

9^1 = 9

9^2 = 81

9^3 = 729

9^4 = …1

The pattern here is 9, 1, 9, 1, 9, 1, and so on…

Summing it all up:

1) Digits 2, 3, 7 and 8 have a cyclicity of 4; i.e. the units digit repeats itself every 4 digits.

Cyclicity of 2: 2, 4, 8, 6

Cyclicity of 3: 3, 9, 7, 1

Cyclicity of 7: 7, 9, 3, 1

Cyclicity of 8: 8, 4, 2, 6

2) Digits 4 and 9 have a cyclicity of 2; i.e. the units digit repeats itself every 2 digits.

Cyclicity of 4: 4, 6

Cyclicity of 9: 9, 1 

3) Digits 0, 1, 5 and 6 have a cyclicity of 1.

Cyclicity of 0: 0

Cyclicity of 1: 1

Cyclicity of 5: 5

Cyclicity of 6: 6

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on FacebookYouTube, 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!

Is Technology Costing You Your GMAT Score?

Veritas Prep GMAT Prep Books on iPadI recently read Sherry Turkle’s Reclaiming Conversation: The Power of Talk in a Digital Age. While the book isn’t about testing advice, per se, its analysis of the costs of technology is so comprehensive that the insights are applicable to virtually every aspect of our lives.

The book’s core thesis – that our smartphones and tablets are fragmenting our concentration and robbing us of a fundamental part of what it means to be human – isn’t a terribly original one. The difference between Turkle’s work and less effective screeds about the evils of technology is the scope of the research she provides in demonstrating how the overuse of our devices is eroding the quality of our education, our personal relationships, and our mental health.

What’s amazing is that these costs are, to some extent, quantifiable. Ever wonder what the impact is of having most of our conversations mediated through screens rather than through hoary old things like facial expressions? College students in the age of smartphones score 40% lower on tests measuring indicators of empathy than college students from a generation ago. In polls, respondents who had access to smartphones by the time they were adolescents reported heightened anxiety about the prospect of face-to-face conversations in general.

Okay, you say. Disturbing as that is, those findings have to do with interpersonal relationships, not education. Can’t technology be used to enhance the learning environment as well? Though it would be silly to condemn any technology as wholly corrosive, particularly in light of the fact that most schools are making a concerted effort to incorporate laptops and tablets in the classroom, Turkle makes a persuasive case that the overall costs outweigh the benefits.

In one study conducted by Pam Mueller and Daniel Oppenheimer, the researchers compared the retention rates of students who took notes on their laptops versus those who took notes by hand. The researchers’ assumption had always been that taking notes on a laptop would be more beneficial, as most of us can type faster than we can write longhand. Much to their surprise, the students who took notes by hand did significantly better than those who took notes on their laptops when tested on the contents of a lecture a week later.

The reason, Mueller and Oppenheimer speculate, is that because the students writing longhand couldn’t transcribe fast enough to record everything, they had to work harder to filter the information they were provided, and this additional cognitive effort allowed them to retain more. The ease of transcription – what we perceive as a benefit of technology – actually proved to be a cost. Even more disturbing, another study indicated that the mere presence of a smartphone – even if the phone is off – will cause everyone in its presence to retain less of a lecture, not just the phone’s owner.

I’ve been teaching long enough that when I first started, it was basically unheard of for a student’s attention to wander because he’d been distracted by a device. Smartphones didn’t exist yet. No one brought laptops to class. Now, if I were to take a poll, I’d be surprised if there were a single student in class who didn’t at least glance at a smartphone during the course of a lesson. One imagines that the same is true when students are studying on their own – a phone is nearby, just in case something important comes up. I’d always assumed the presence of these devices was relatively harmless, but if a phone that’s off can degrade the quality of our study sessions, just imagine the impact of a phone that continually pings and buzzes as fresh texts, emails and notifications come in.

The GMAT is a four-hour test that requires intense focus and concentration, so anything that hampers our ability to focus is a potential drag on our scores. There’s no easy solution here. I’m certainly not advocating that anyone throw away their smartphone – the fact that certain technology has costs associated with it is hardly a reason to discard that technology altogether. There are plenty of well-documented educational benefits: one can use a long train ride as an opportunity to do practice problems or watch a lecture. We can easily store data that can shed light on where we need to focus our attention in future study sessions. So the answer isn’t a draconian one in which we have to dramatically alter our lifestyles. Technology isn’t going anywhere – it’s a question of moderation.

Takeaways: No rant about the costs of technology is going to be terribly helpful without an action plan, so here’s what I suggest:

  • Put the devices away in class and take notes longhand. Whether you’re in a GMAT prep class, or an accounting class in your MBA program, this will benefit both you and your classmates.
  • If you aren’t using your device to study, turn it off, and make sure it’s out of sight when you work. The mere visual presence of a smartphone will cause you to retain less.
  • Give yourself at least 2 hours of device-free time each day. This need not be when you’re studying. It can also be when you’re out to dinner with friends or spending time with family. In addition to improving your interpersonal relationships, conversation actually makes you smarter.

Plan on taking the GMAT soon? We have GMAT prep courses starting all the time. And, be sure to follow us on Facebook, YouTubeGoogle+ and Twitter!

By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles by him here.

3 Most Common Mistakes You Want to Avoid On the ACT Math Section

Veritas Prep ACTThe ACT Math has one major advantage compared to the ACT English and Reading portions: no “best answer” choices. Instead, there will be only one possible, objective, absolute correct selection to make. So if your calculator spits out a number that isn’t A, B, C, D, or E, you know you need to re-do your math.

If you’ve taken algebra and geometry classes in your high school career, you will know 99% of the content of the exam. The trick is avoiding simple errors in your calculations that also yield a multiple choice answer. The following is an example excerpted from a sample math question on the ACT website:


ME- Blog 1


This is a simple solve-for-x scenario that most ACT Math test-takers are familiar with. Note the answer choices.


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With both sides of the equation balanced properly, the correct answer is E.


Say, for instance, that a student who knew how to balance equations accidentally added three instead of subtracting 3 to one side. The answer yielded, “1,” is among of the multiple choice. C.


ME - Blog 3








In this way, the multiple choice selections for the majority of the ACT Math portion rely on students making errors in basic operations. Below are a few of those common errors:


  1. Distributing the Negative

-2(x+2) does NOT equal -2x+4.

-2(x+2) = -2x 4.

It’s a simple rule, but always be wary of negative signs on the ACT Math.

  1. Square Roots:

The square root of 64 is 8. But it’s not the *only* square root. -8 is the other.

This detail is especially important on questions that concern quadratic functions or ask for the “number of possible solutions.”        

  1. Percent Change:

Take the given, simplified example: “A $100,000 investment grows by 50 percent in the course of 2015.=

What is it’s new value in 2016?”

Too many students will solve this question using the equation below:

100,000 x .50 = $50,000

Whenever calculating new value in a percent growth problem, the solution must be higher than the original value.

100,000 x 1.50 = $150,000   ==> This is correct.

The new value = $150,000.

The difference = $50,000.

As always, if time allows, the most valuable strategy is to check your answers before proceeding to the next problem. A quick calculation to make sure that your multiple choice selection satisfies the conditions and equations of the original question will catch most of these errors!

For more tips on acing the ACT and getting into the most competitive universities in the nation, be sure to find us on Facebook and Google+, and follow us on Twitter!

Madeline Ewbank is an undergraduate at Northwestern University in Evanston, IL, where she produces student films, interns for the Department of State, and teaches ACT 36 courses. She is excited to help students achieve their college aspirations as a member of the Veritas Prep team.

What to Do if You’re Struggling with GMAT Solutions

stressed-studentOne of the most misleading parts of the whole GMAT experience is the process of reading the solution to a math problem in the Quant section. When you try the problem, you struggle, sweat, and go nowhere; when they explain the problem, they wave a snooty, know-it-all magic wand that clears everything up. But how did they think of that? What can you do to think like them (or barring that, where do they keep that magic wand, and how late do we have to break into their house to be sure they’re asleep when we steal it)?

The short answer is that they struggled just like you did, but like anybody else, they wanted to make it look easy. (Think of all the time some people spend preening their LinkedIn or their Instagram: you only ever see the flashy corporate name and the glamour shot, never the 5 AM wake up call or the 6 AM look in the mirror.) Solution writers, particularly those who work for the GMAC, never seem to tell you that problem solving is mostly about blundering through a lot of guesswork before hitting upon a pattern, but that’s really what it is. Your willingness to blunder around until you hit something promising is a huge part of what’s being tested on the GMAT; after all, as depressing as it sounds, that’s basically how life works.

Here’s a great example:

I haven’t laid eyes on it in thirty years, but I still remember that the rope ladder to my childhood treehouse had exactly ten rungs. I was a lot shorter then, and a born lummox, so I could only climb the ladder one or two rungs at a time. I also had more than a touch of childhood OCD, so I had to climb the ladder a different way every time. After how many trips up did my OCD prevent me from ever climbing it again? (In other words, how many different ways was I able to climb the ladder?)

A) 55       

B) 63       

C) 72       

D) 81        

E) 89

Just the thought of trying 55 to 89 different permutations of climbing the ladder has my OCD going off like a car alarm, so I’m going to look for an easier way of doing this. It’s a GMAT problem, albeit one on the level of a Google interview question, so it must have a simple solution. There has to be a pattern here, or the problem wouldn’t be tested. Maybe I could find that pattern, or at least get an idea of how the process works, if I tried some shorter ladders.

Suppose the ladder had one rung. That’d be easy: there’s only one way to climb it.

Now suppose the ladder had two rungs. OK, two ways: I could go 0-1 then 1-2, or straight from 0-2 in a single two step, so there are two ways to climb the ladder.

Now suppose that ladder had three rungs. 0-1, 1-2, 2-3 is one way; 0-2, 2-3 is another; 0-1, 1-3 is the third. So the pattern is looking like 1, 2, 3 … ? That can’t be right! Doubt is gnawing at me, but I’m going to give it one last shot.

Suppose that the ladder had four rungs. I could do [0-1-2-3-4] or [0-1-3-4] or [0-1-2-4] or [0-2-4] or [0-2-3-4]. So there are five ways to climb it … wait, that’s it!

While I was mucking through the ways to climb my four-rung ladder, I hit upon something. When I take my first step onto the ladder, I either climb one rung or two. If I climb one rung, then there are 3 rungs left: in other words, I have a 3-rung ladder, which I can climb in 3 ways, as I saw earlier. If my step is a two-rung step instead, then there are 2 rungs left: in other words, a 2-rung ladder, which I can climb in 2 ways. Making sense?

By the same logic, if I want to climb a 5-rung ladder, I can start with one rung, then have a 4-rung ladder to go, or start with two rungs, then have a 3-rung ladder to go. So the number of ways to climb a 5-rung ladder = (the number of ways to climb a 3-rung ladder) + (the number of ways to climb a 4-rung ladder). Aha!

My pattern starts 1, 2, 3, so from there I can find the number of ways to climb each ladder by summing the previous two. This gives me a 1-, 2-, 3-, … rung ladder list of 1, 2, 3, 5, 8, 13, 21, 34, 55, and 89, so a 10-rung ladder would have 89 possible climbing permutations, and we’re done.

And the lesson? Much like a kid on a rope ladder, for a GMAT examinee on an abstract problem there’s often no “one way” to do the problem, at least not one that you can readily identify from the first instant you start. Very often you have to take a few small steps so that in doing so, you learn what the problem is all about. When all else fails in a “big-number” problem, try testing the relationship with small numbers so that you can either find a pattern or learn more about how you can better attack the bigger numbers. Sometimes your biggest test-day blunder is not allowing yourself to blunder around enough to figure the problem out.

Congratulations: that’s the hardest GMAT problem you’ve solved yet! (And bonus points if you noticed that the answer choices differed by 8, 9, 9, and 8. I still have OCD, and a terrible sense of humor.)

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

7 Tips That Will Keep You Awake and Focused While Studying

StudentI didn’t have much trouble doing well in high school. Unfortunately, this meant that I never felt much pressure to develop focus skills. I regularly zoned out in class and procrastinated on my homework. In my senior year, I even won the yearbook award for Most Likely to Fall Asleep In Class.

Enter UC Berkeley, known globally for its competitive student body and academic rigor. I was thrilled to be in such an enriching and challenging environment, but I struggled in freshman year to keep up with everyone around me. I simply couldn’t sit down and pay attention, even though I loved what I was studying.

I’ve gotten much better at it, but I still have trouble focusing now and again.  Fortunately, over the years I’ve come up with a set of go-to remedies:

  1. Switch tasks. I often find that a lack of focus is just boredom in disguise. Changing assignments, books, or subjects can sometimes provide enough variety to shake it off.
  1. Move to another table, room, or study space. Sometimes changing tasks just isn’t enough variety to wake me up. Other times, something in my room is distracting me without my even noticing it. Moving to another spot can often solve both problems.
  1. Make a really detailed to-do list. For instance, if I need to write a short paper, I’ll list “come up with a title”, “write introduction”, “first draft”, “edit”, and “conclusion” as separate items. Once I see all my work listed out, I feel less overwhelmed by it—plus, I get the simple but sweet satisfaction of checking off items as I finish them.
  1. Grab a healthy snack, go for a run, or take a nap. Focus problems can come from physical problems. I tend to semi-consciously eat less, sleep less, and exercise less when I’m really swamped in work, so a brief check-in with my body can work wonders.
  1. Turn off the music. I try to work to music sometimes to keep myself awake and energetic, but other times it’s distracting.
  1. Turn on a song. If I just need a brain break, I’ll sometimes choose exactly one fun song, promise myself that I’ll get right back to work the moment it’s over, and spend a few minutes lost in the music.
  1. Turn on SelfControl, if I find myself drifting onto Facebook or surfing the web instead of working. SelfControl is a fantastic study app for both Mac and Windows that lets you set up your own custom website blacklist and then block access to those sites for however long you need to study.

Keep these things in mind and you’re bound to find success while studying. Best of luck with your finals this semester!

Are you starting to plan for your college applications? We can help! Visit our College Admissions website and fill out our FREE College profile evaluation!

Courtney Tran is a student at UC Berkeley, studying Political Economy and Rhetoric. In high school, she was named a National Merit Finalist and National AP Scholar, and she represented her district two years in a row in Public Forum Debate at the National Forensics League National Tournament.

You Can Do It! How to Work on GMAT Work Problems

Pump UpRate questions, so far as I can remember, have been a staple of almost every standardized test I’ve ever taken. I recall seeing them on proficiency tests in grade school. They showed up on the SAT. They were on the GRE. And, rest assured, dear reader, you will see them on the GMAT. What’s peculiar is that despite the apparent ubiquity of these problems, I never really learned how to do them in school. This is true for many of my students as well, as they come into my class thinking that they’re just not very good at these kinds of questions, when, in actuality, they’ve just never developed a proper approach. This is doubly true of work problems, which are just a kind of rate problem.

When dealing with a complex work question there are typically only two things we need to keep in mind, aside from our standard “rate * time = work” equation. First, we know that rates are  additive. If I can do 1 job in 4 hours, my rate is 1/4. If you can do 1 job in 3 hours, your rate is 1/3. Therefore, our combined rate is 1/4 + 1/3, or 7/12. So we can do 7 jobs in 12 hours.

The second thing we need to bear in mind is that rate and time have a reciprocal relationship. If our rate is 7/12, then the time it would take us to complete a job is 12/7 hours. Not so complex. What’s interesting is that these simple ideas can unlock seemingly complex questions. Take this official question, for example:

Pumps A, B, and C operate at their respective constant rates. Pumps A and B, operating simultaneously, can fill a certain tank in 6/5 hours; pumps A and C, operating simultaneously, can fill the tank in 3/2 hours; and pumps B and C, operating simultaneously, can fill the tank in 2 hours. How many hours does it take pumps A, B, and C, operating simultaneously, to fill the tank.

A) 1/3

B) 1/2

C) 2/3

D) 5/6

E) 1

So let’s start by assigning some variables. We’ll call the rate for p ump A, Ra. Similarly, we’ll designate the rate for pump B as Rb,and the rate for pump C as Rc.

If the time for A and B together to fill the tank is 6/5 hours, then we know that their combined rate is 5/6, because again, time and rate have a reciprocal relationship. So this first piece of information yields the following equation:

Ra + Rb = 5/6.

If A and C can fill the tank in 3/2 hours, then, employing identical logic, their combined rate will be 2/3, and we’ll get:

Ra + Rc = 2/3.

Last, if B and C can fill tank in 2 hours, then their combined rate will be ½, and we’ll have:

Rb+ Rc = 1/2.

Ultimately, what we want here is the time it would take all three pumps working together to fill the tank. If we can find the combined rate, or Ra + Rb + Rc, then all we need to do is take the reciprocal of that number, and we’ll have our time to full the pump. So now, looking at the above equations, how can we get Ra + Rb + Rc on one side of an equation? First, let’s line our equations up vertically:

 Ra + Rb = 5/6.

Ra + Rc = 2/3.

Rb+ Rc = 1/2.

 Now, if we sum those equations, we’ll get the following:

2Ra + 2Rb + 2Rc = 5/6 + 2/3 + 1/2. This simplifies to:

2Ra + 2Rb + 2Rc = 5/6 + 4/6 + 3/6 = 12/6 or 2Ra + 2Rb + 2Rc  = 2.

Dividing both sides by 2, we’ll get: Ra + Rb + Rc  = 1.

This tells us that the pumps, all working together can do one tank in one hour. Well, if the rate is 1, and the time is the reciprocal of the rate, it’s pretty obvious that the time to complete the task is also 1. The answer, therefore, is E.

Takeaway: the most persistent myth we have about our academic limitations is that we’re simply not good at a certain subset of problems when, in truth, we just never properly learned how to do this type of question. Like every other topic on the GMAT, rate/work questions can be mastered rapidly with a sound framework and a little practice. So file away the notion that rates can be added in work questions and that time and rate have a reciprocal relationship. Then do a few practice questions, move on to the next topic, and know that you’re one step closer to mastering the skills that will lead you to your desired GMAT score.

*GMATPrep question courtesy of the Graduate Management Admissions Council.

Plan on taking the GMAT soon? We have GMAT prep courses starting all the time. And, be sure to find us on Facebook, YouTubeGoogle+ and Twitter!

By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles by him here.

SAT Tip of the Week: Be the Best of the Best on the SAT

SAT Tip of the Week - FullI’m not particularly brilliant, despite what my grandmother will tell you after a glass of wine. NO ONE (not even Grams) would describe me as a genius, especially when they hear the things I yell at the TV during a UNC basketball game. So how did I score in the 99th percentile on one of the most competitive standardized tests in the country? I am certainly diligent, and it did take some hard work and practice, but there was nothing I accomplished that I feel like another hard working young person couldn’t accomplish as well. In order to dominate the SAT, you really only need to focus on 6 things:

1) Know the SAT

The SAT is a very specific test that is set up in a very specific way. Even with the changes that are occurring with the format of the 2016 SAT, the style of questions and the tactics used by the SAT writers are fairly consistent from year to year. I have looked at so many SAT’s at this point that I can often point out the wrong answers in a question just because of how they are phrased.

This is not a magic trick and can be learned with practice. For example, the SAT does not favor overly specific or overly all-inclusive answers, and it also favors fractions over decimals because they are easier to work with without a calculator. These are small pieces of information that make the SAT much easier to approach, so start looking at practice tests today and work with an instructor who really knows the SAT well to learn how to easily identify test writer tactics.

2) Is the Answer in the Passage?

This is the question you should be asking when you are tackling a reading analysis question. All of the answers in the Reading Comprehension section are based on things directly stated in, or heavily implied by, the passage. Questions also usually ask you about a specific portion of the passage, so the better question would be, “Is the answer in this portion of the passage?” There are times when a section is continuing from something that comes before it or establishing something that comes after it, but usually you are looking for what is directly stated in the lines that are referenced in the question.

Never say an answer “could” be true! It either is or it isn’t correct, and that is based on whether or not the answer is accomplished by, or stated in, the passage. The final caveat is the answer is usually the same idea represented in the passage but restated in different words, so don’t be distracted by plagiarized words from the passage that aren’t actually part of a full correct answer.

3) Show Your Work and Know Your Terminology

Avoid “silly” mistakes by writing out all your steps in the Math section! Be very careful not to lose negatives and to distribute anything outside of parentheses to all the terms in the parentheses. Also, review your basic math terms in advance of the test (i.e. Natural Numbers, Whole Numbers, Rational Numbers, Geometric and Arithmetic sequences, etc.). Know what isosceles, equilateral and right triangles are and what those distinctions mean. Overall, the biggest part of answering math questions is knowing what the questions are asking, and the worst feeling in the world is knowing how to answer a question but then bubbling in the wrong answer because you made a silly mistake.

4) Start Working on Problems That Aren’t Obvious

If you don’t know how to solve a problem, just start working on it anyway. The easiest way to start is to write down your givens and any applicable formulas. Often time, this can at least give you a hint as to what you are able to accomplish. If the unknown you are looking for is a part of the given equation, try to solve for it – if not, see if you can use the information given to solve for other things that might help you ultimately find the answer. Feel free to use real numbers if problems involve equations but does not give you numbers. This may help you to figure out a range of answers or could provide insight into what the equation will produce. Just make sure not to sit there and do nothing, there is always something to try!

5) Know the Parts of a Sentence

It sounds pretty basic, but just identifying what the subject, verb, and (sometimes) object in a sentence can be very helpful in determining the most common errors in SAT Identifying Sentence Error questions. Also be sure you can recognize a prepositional phrase, an introductory phrase, and descriptive phrase, as these are also useful in identifying incorrect parts of sentences.

6) Check for What Could be an Error When Correcting Sentence

There are really only a finite number of things that could be wrong in a sentence, so, especially in the Identifying Sentence Error questions, look for what could be wrong. Does the underlined portion contain a subject, verb, pronoun, idiomatic phrase, or punctuation? If you know what could be wrong, its much easier to see if something is wrong. As an example, one tricky error occurs when multiple words that are supposed to represent the same object or objects disagree. For example:

There is no way to know if the problems with the neighbor’s homes are caused by the roof or if they are caused by cracks in the foundations that have gone unnoticed.

This is very tricky, but the problem here is with number of items mentioned. There are multiple “homes” and the sentence refers to multiple “foundations,” so to use the singular “roof” is incorrect. These errors of numbers can be hard to spot, but if you are looking for them, you can certainly learn to identify them.

With all of theses tools you are set to achieve at the highest level on the SAT.

Still need to take the SAT? We run a free online SAT prep seminar every few weeks. And, be sure to find us on Facebook, YouTube, Google+ and Twitter!

David Greenslade is a Veritas Prep SAT instructor based in New York. His passion for education began while tutoring students in underrepresented areas during his time at the University of North Carolina. After receiving a degree in Biology, he studied language in China and then moved to New York where he teaches SAT prep and participates in improv comedy. Read more of his articles here, including How I Scored in the 99th Percentile and How to Effectively Study for the SAT.

Here is How You Navigate and Understand the Endless Mass of College Mailings

brochureDuring junior and senior year of high school you will probably receive literally thousands of letters, emails, and solicitations from colleges trying to convince you to apply and attend them. On top of this, you’ll also tour potentially dozens of colleges, adding even more information to your already stuffed brain. Given the sheer volume of this info and the uniform positivity that colleges like to present themselves with, it is no surprise that many students get overwhelmed and don’t know how to sift through it all. If you do feel overwhelmed, know that you aren’t alone. It’s really difficult to differentiate between colleges when all of their mailings seem to be saying the same thing. To overcome this it’s key to train your eye to look beyond the gloss and see the information for what it really is.

The first step to being productive with college information is understanding the college’s perspective in sending things to you. Colleges always want to paint themselves in a positive light. No matter what the situation is, a college will never portray itself as a bad place to attend. If a school is large it will emphasize its abundance of opportunities; if a school is small it will emphasize its intimate learning environment. Never does a large school say you’ll just be a face in the crowd, nor does a small school say you’ll feel constricted. The perspectives colleges show you are always skewed. Students featured in pamphlets will be the ones who are incredibly involved and filled with school spirit; rarely do they reflect the average attendee. Tour guides are often on script and relay information and opinions they may not entirely agree with.

This doesn’t necessarily mean that all the information colleges present you with is wrong; it does mean, however, that students need to look beyond the face value of the words and think critically about whether a school is really a good fit. Admissions officers’ job is to make their colleges seem appealing; your job is to consider whether the college is appealing to you.

Okay, now you know what colleges are trying to accomplish in their solicitations. The next step is figuring out what to do with this now decipherable information. Being an active reader and seeker of specific information is a great way to accomplish this. Colleges fill their letters with positive information, so you have to figure out what positive adjectives really mean the most to you. While “intellectual curiosity,” “diversity,” “collaborative,” and “friendly” are all ostensibly good things, it’s the students’ job to figure out which of those (and other characteristics) are most important to them. Otherwise, every college will seem like the best place on earth and there will be no way to decide where to attend. Pick a few characteristics that are really important to you and seek those out when reading college mail. This filter will make the endless stream of mail a bit easier to sift through.

Once you’ve figured out the sort of vibe you want from your college and have found seem to at least somewhat comply with that, it’s then time to add some more depth to your search. The standard advice is to visit and tour the colleges you are particularly interested in. I wholeheartedly agree with this counsel, but I also think it’s important to go beyond the standard activities that colleges offer to prospective students. Tours are great for seeing campus, getting a general feel for a school, and developing a sense of whether you feel at home at a school; however, real life is not like a college tour. Be sure to look beyond the tour and check out what the students on campus seem like. Do they look busy? Rushed? Engaged in fascinating conversations? Happy to be there? Like people you might be friend with? It’s crucial that the day-to-day vibe of a college campus feels good to you, since you have to make sure you’ll enjoy the everyday grind of your life at the college you decide on. After all, a typical day in college involves going to class and doing homework, not being shepherded around campus learning where the libraries are!

It’s equally important to spend time on campus doing things that aren’t sanctioned by the admissions office. Just like in the letters they send you, admissions office-approved events will be designed to paint the school in an attractive light. These events are valuable, but complementing them with sitting in on classes and talking to random students significantly adds to the value of your visit. If you can, talk to professors and students and ask them the tough questions that mean a lot to you. These people are more likely to be unfiltered and can help you gain a fuller understanding of what life at a college is really like. Adding together this candid feedback and the well-manicured information from prospective student brochures allows you to get a diverse variety of perspectives that you can then apply your own filter to in order to make your college decisions.

Above all else, remember that your college decision is ultimately your decision. You want it to be guided by a genuine understanding of what different colleges are like. To do this most accurately you have to see through schools’ facades and seek out ways to see what life is really like at the colleges you’re interested in attending.  Happy searching!

Trying to figure out the college for you? Have you figured out where you want to apply and need help with your application? We can help! Visit our College Admissions website and fill out our FREE College profile evaluation

By Aidan Calvelli

Don’t Panic on the GMAT!

Letter of RecommendationYou’ve made it. After months of study, mountains of flash cards, and enough time spent on our YouTube channel that you’re starting to feel like Brian Galvin is one of your roommates, you’re at the test center and the GMAT — not the essay or something, but the real GMAT, in all its evil glory, complete with exponents and fractions — is about to begin. You’re nervous but excited, and cautiously optimistic for the first question: maybe it’ll be something like “What’s (2²)³?” or a work rate problem about how long it’d take George Jetson to burn down a widget factory. You mostly remember these questions, so you click “Begin”, and this is what you see:

A palindrome is a number that reads the same front-to-back as it does back-to-front (e.g. 202, 575, 1991, etc.) p is the smallest integer greater than 200 that is both a prime and a palindrome. What is the sum of the digits of p?

A) 3

B) 4

C) 5

D) 6

E) 7


I don’t know about you, but I’m petrified. I mean, yeah, I know what you’re saying — I’m the bozo who just dreamed up that question — but I don’t know where it came from, and I’m sort of thinking I might need to summon an exorcist, because I must be possessed by a math demon. What does that question even say? How the heck are we going to solve it?

This is such a common GMAT predicament to be in that I’m willing to bet that 99% of test takers experience it: the feeling that you don’t even know what the question is saying, and the sense of creeping terror that maybe you don’t know what any of these questions are saying. This is by design, of course. The test writers love these sort of “gut check” questions that test your ability to calmly unpack and reason out a cruel and unusual prompt. So many students take themselves out of the game by panicking, but like any GMAT question, once we get past the intimidation factor, the problem is simple at heart. Let’s try to model the process.

We’ll start by clarifying our terms. Palindrome, palindrome … what on earth is a palindrome!? Is that some sort of hovercraft where Sarah Palin lives? Where are our flash cards? Maybe we should just go to law school or open a food truck or something, this test is absurd.

Wait, the answer is right in front of us, in the very first line! “A palindrome is a number that reads the same back-to-front as it does front-to-back.” Phew, OK, and there are even some examples. So a palindrome is a number like 101, 111, 121, etc. Alright, got that. And it’s prime … prime, prime … OK, right, that WAS on a flashcard: a prime number is a number with exactly two factors, such as 2, or 3, or 5, or 7. So if we were to make lists of each of these numbers, primes and palindromes, we’d have

Primes: 2, 3, 5, 7, 11, 13, 17, 19, …

Palindromes: 101, 111, 121, 131, …

and we want the first number that’s greater than 200 that appears on both lists. OK!

Now let’s think of where to start. We know our number is greater than 200, so 202 seems promising. But that can’t be prime: it’s even, so it has at least three factors (1, itself, and 2). Great! We can skip everything that begins/ends with 2, and fast forward to 303. That looks prime, but what was it that Brian kept telling us about divisibility by 3 … ah, yes, test the sum of the digits! 3 + 0 + 3 = 6, and 6 divides by 3, so 303 also divides by 3.

Our next candidate is 313. This seems to be our final hurdle: a lot of quick arithmetic. That’s what the question is testing, after all, right? How quickly can you factor 313?

It sure seems that way, but take one last look at the answers. The GMAT tests efficiency as much as anything else, and it has a way of hiding easter eggs for the observant. Our largest answer is 7, and what’s 3+1+3? 7! So this MUST be the answer, and any time spent factoring 313 is wasted time.

We made it! In hindsight, that didn’t really feel like a math problem, did it? It was testing our ability to:

1) Remember a definition (“prime”)

2) Actually read the question stem (“a palindrome is…”)

3) Not panic, and try a few numbers (“202”? “303”?)

4) Realize that heavy calculation is for suckers, and that the answer might be right in front of us (“check the answers”)

So we just had to remember, actually read the directions, have the courage to try something to see where it leads, and look for clues directly around us. I don’t know about you, but if I were running a business, those are exactly the sort of skills I’d want my employees to have; maybe these test writers are on to something after all!

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ASU Offers Free MBA: What This Means for You

asuIs it a twenty million dollar marketing gimmick? Or is it simply the “most innovative business school in the world” being the most innovative business school in the world? Arizona State University’s Carey School of Business has announced that a MBA from their school will now come free of charge, no strings attached.

Why would a school do this? The university believes that they will be able to build a better community of students, more entrepreneurial and higher achieving, by making the program free.  Amy Hillman, Dean of the Carey School of Business, said in a recent statement, “If someone has a great start-up idea, and they know they would be more successful in their venture if they had the skills and networking that an MBA would give them, they might be concerned about spending the money because it takes away from the capital needed for the start-up venture.”

Arizona State is currently the 30th best business school in the country according to US News and World Report, so they are certainly no slouch when it comes to producing great MBAs. The average GMAT score at the school is 673.

So how much will students save going to Arizona State? Currently, tuition for ASU’s full-time MBA program is $54,000 for in-state residents, $87,000 for out-of state residents and $90,000 for international students – not too shabby. The school also announced they will grow their class size by about 40% to 120 lucky students. So the total investment by Arizona State will be about twenty million dollars annually.

Naturally, the school expects application volume to rise precipitously after this generous offer and hope their yield (number of students who accept enrollment offers) will also rise. They also think they can attract better business school candidates who will do some quick math and see just how much money they attend by perhaps choosing a school that might be a bit lower on the rankings than where they could have gone otherwise. All of this should hopefully pay off for Arizona State by sending them up the business school rankings, much of which is determined by the factors above.

How are they paying for all of this? Back in 2003, a real estate investor named William Polk Carey made a fifty-million dollar naming gift to the school, which has apparently paid off for Arizona State. “His investment in us can allow us to invest in these students,” added Hillman.

What does this mean for business school applicants? Well first of all, you probably want to make sure you consider Arizona State, especially if you are targeting any of the top 30 schools. While many people might not consider heading west for their MBA, Arizona State has a lot going for it – it is located near Phoenix which has many large employers of business school graduates such as Intel and Honeywell. Finally, this this should also serve as a reminder to students to really think about the costs of business school. Many educators are starting to think the MBA is just getting t0o expensive; this is a good time to make sure you do the math before jumping at a school that might be a tad better ranked than ASU, but far more expensive.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or click here to take our Free MBA Admissions Profile Evaluation! As always, be sure to follow us on FacebookYouTube, Google+ and Twitter.

Quarter Wit, Quarter Wisdom: Permutation Involving Sum of Digits

Quarter Wit, Quarter WisdomWe have seen in previous posts how to deal with permutation and combination questions on the GMAT. There is a certain variety of questions that involve getting a bunch of numbers using permutation, and then doing some operations on the numbers we get. The questions can get a little overwhelming considering the sheer magnitude of the number of numbers involved! Let’s take a look at that concept today. We will explain it using an example and then take a question as an exercise:


What is the sum of all four digit integers formed using the digits 1, 2, 3 and 4 such that each digit is used exactly once in each integer?

First of all, we will use our basic counting principle to find the number of integers that are possible.

The first digit can be chosen in 4 ways. The next one in 3 ways since each digit can be used only once. The next one in 2 ways and there will be only one digit left for the last place.

This gives us a total of 4*3*2*1 = 24 ways of writing such a four digit number. This is what some of the numbers will look like:







Now we need to add these 24 integers to get their sum. Note that since each digit has an equal probability of occupying every place, out of the 24 integers, six integers will have 1 in the units place, six will have 2 in the units place, another six will have 3 in the units place and the rest of the six will have 4 in the units place. The same is true for all places – tens, hundreds and thousands.

Imagine every number written in expanded form such as:

1234 = 1000 + 200 + 30 + 4

2134 = 2000 + 100 + 30 + 4


For the 24 numbers, we will get six 1000’s, six 2000’s, six 3000’s and six 4000’s.

In addition, we will get six 100’s, six 200’s, six 300’s and six 400’s.

For the tens place, will get six 10’s, six 20’s, six 30’s and six 40’s.

And finally, in the ones place we will get six 1’s, six 2’s, six 3’s and six 4’s.

Therefore, the total sum will be:

6*1000 + 6*2000 + 6*3000 + 6*4000 + 6*100 + 6*200 + … + 6*3 + 6*4

= 6*1000*(1 + 2 + 3 + 4) + 6*100*(1 + 2 + 3 + 4) + 6*10*(1 + 2 + 3 + 4) + 6*1*(1 + 2 + 3 + 4)

= 6*1000*10 + 6*100*10 + 6*10*10 + 6*10

= 6*10*(1000 + 100 + 10 + 1)

= 1111*6*10

= 66660

Note that finally, there aren’t too many actual calculations, but there is some manipulation involved. Let’s look at a GMAT question using this concept now:

What is the sum of all four digit integers formed using the digits 1, 2, 3 and 4 (repetition is allowed)


B) 610000

C) 666640

D) 711040

E) 880000

Conceptually, this problem isn’t much different from the previous one.

Using the same basic counting principle to get the number of integers possible, the first digit can be chosen in 4 ways, the next one in 4 ways, the next one in again 4 ways and finally the last digit in 4 ways. This is what some of the numbers will look like:




and so on till 4444.

As such, we will get a total of 4*4*4*4 = 256 different integers.

Now we need to add these 256 integers to get their sum. Since each digit has an equal probability of occupying every place, out of the 256 integers, 64 integers will have 1 in the units place, 64 will have 2 in the units place, another 64 integers will have 3 in the units place and the rest of the 64 integers will have 4 in the units place. The same is true for all places – tens, hundreds and thousands.

Therefore, the total sum will be:

64*1000 + 64*2000 + 64*3000 + 64*4000 + 64*100 + 64*200 + … + 64*3 + 64*4

= 1000*(64*1 + 64*2 + 64*3 + 64*4) + 100*(64*1 + 64*2 + 64*3 + 64*4) + 10*(64*1 + 64*2 + 64*3 + 64*4) + 1*(64*1 + 64*2 + 64*3 + 64*4)

= (64*1 + 64*2 + 64*3 + 64*4) * (1000 + 100 + 10 + 1)

= 64*10*1111

= 711040

So our answer is D.

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on FacebookYouTube and 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!

Here Are 5 College Resources You Should Definitely Take Advantage Of

Group MBA Admissions InterviewThere are so many opportunities on a college campus, it’s hard to know where to start! College campuses pride themselves on the unique opportunities they provide to their students – whether it’s bringing a famous singer to perform, offering free academic services or supporting hundreds of extracurricular activities and clubs – colleges and universities are always striving to improve campus life and meet the needs of their students.

So often, though, students don’t recognize the slew of resources and opportunities that are available to them during their undergraduate experience! Many times, these resources may not be properly marketed, and other times, they just simply are overlooked. So, while you think about your weekend plans or start to plan for final examinations, I’d like to remind you to check out your campus resources and take advantage of them, too!

  1. Academic Resources: This is a biggie. Many campuses offer a wide variety of academic resources – from private tutoring, group tutoring and essay reviews. They may also offer test prep courses for the GRE, GMAT or LSAT! Often times, your tuition will cover a few sessions of tutoring or an essay review or two. It is to your benefit to take advantage of these services!
  1. Mental Health Services: College can be an overwhelming time, and many college students would benefit from speaking to licensed psychologists at some point or another. This resource is often overlooked, but is offered as part of your tuition on many campuses.
  1. Extracurricular Activities & Clubs: Do you ever walk through an academic building in the evening and see a group of students in a meeting? Or, do you walk by open fields and see a group of friends playing Frisbee? In many cases, these could be established, organized clubs that receive funding from the school for their activities. Check out your campus organization list – if you don’t see the organization you’re looking for, start a new one!
  1. Career Services: Once you start approaching your senior year, more and more people in your life will start to ask you, “What are you going to do after college?” The question can be daunting if you haven’t really sat down to think about your post-college goals. This is where Career Services kicks in! Their offices aren’t just for seniors, and they can often help you research and secure internships, put together your resume, prep for interviews and assist you in finding opportunities after college.
  1. Spiritual Life Services: Whether you’re looking for more formal spiritual experiences, or just a group of students who have similar beliefs to yours, there are many opportunities to connect spiritually during your undergraduate career. If this is an area you found value in before college, or an area you are curious about, it is absolutely a resource you can pursue on your college campus.

Most campuses offer their students a slew of amazing resources, it is just up to the student to take advantage of them. These types of resources don’t always exist in the “real world,” and when they do, the often come at a cost. Be sure to put those tuition dollars to use and take full advantage of everything that is offered to you while you are a member of the campus community!

Need help prepping your early college applications? Visit our College Admissions website and fill out our FREE College profile evaluation

Laura Smith is Program Manager of Admissions Consulting at Veritas Prep. Laura received her Bachelor of Journalism from the University of Missouri, followed by a College Counseling Certificate from UCLA.

Reflections of a Graduating Senior: Here Are 4 Things I Wish I’d Done Better in College

walking studentAll in all, I did pretty well in college. I maintained a high GPA, earned and kept scholarships and a job, landed four internships and a yearlong research apprenticeship in my field, studied and traveled abroad, and am all set to graduate on time at the end of the school year. On paper, I did just about everything a good college student is supposed to do.

As the real world looms closer, however, I find myself spending more and more time thinking about ways I could have better prepared myself for job searches and grad school. I’m not just paranoid; it’s old news now that the job market isn’t at its friendliest these days, and it’s an even older joke that political science majors all end up having to move back in with their parents after graduation. Just doing well in school isn’t enough anymore. I don’t know yet how it’ll all turn out for me, but I do know that there are plenty of things I wish I had done more of before my last semester. Here are a few…

  • Paying attention in class. We all zone out once in a while, but we’re all too frequently reassured that it’s fine to do so as long as we keep our grades up and our assignments on time. The problem is that education isn’t measured in points and percentages; it’s measured in the things we actually learn. These days I find myself having to research and reread things I know I’ve already been taught, since I didn’t learn them well enough the first time around.
  • On the same note: recognize that college material is way more relevant to my future than high school material was. In high school, I justified forgetting how to balance a chemical equation by telling myself that I wasn’t going to grow up to be a scientist. In college, though, all my classes had to do with the field I’d chosen for myself—the same field I’m trying to explore now as a graduate.
  • Doing all the readings. I learn so much more in my classes and discussions now that I’ve begun to do all the readings assigned, every time. My classes are easier, more productive, and more fun now that I can follow and contextualize everything my professor and classmates talk about, instead of sweating in my chair hoping not to get called on to talk about the reading I missed.
  • Taking fewer classes. I used to be proud of the fact that I could handle heavy course loads every semester, but I’ve realized now that it doesn’t matter how many classes I take if I’m not getting as much out of each of them. I’m currently taking fewer units than I’ve ever taken before, but I’m learning more than I ever have because I have the time and attention to really engage with and be interested in the work I do.

If you are starting your college career, or even if you are midway through, keep a few of the above points in mind as you get closer to graduation. Have a great Winter Break!

Have you been putting off your college application? We can help! Visit our College Admissions website and fill out our FREE College profile evaluation!

Courtney Tran is a student at UC Berkeley, studying Political Economy and Rhetoric. In high school, she was named a National Merit Finalist and National AP Scholar, and she represented her district two years in a row in Public Forum Debate at the National Forensics League National Tournament.


Should Entrepreneurs Go to Business School?

MBA AdmissionsShould budding entrepreneurs go to business school? It’s a question we get asked very often and it’s always a difficult debate. In some cases it makes sense, in others not. So let’s break down both options:

Against Business School 

In general, business school can be a very expensive proposition. So as an entrepreneur you will probably be asking yourself, “Why spend all this money on business school when I could just invest it in myself and my startup?” Many entrepreneurs would also say spending two years on attending business school is a waste of time.

Apu Gupta, who Co-Founded Curalate and is a Wharton MBA graduate thinks you can’t learn entrepreneurship in a classroom: “I think the notion that you can go to business school to learn to be an entrepreneur is a misnomer. I have always found it odd that people go to business school to study entrepreneurship. If you want to study entrepreneurship, you need to go and be an entrepreneur.” Also, there are now many online resources now where people can take MBA-like classes, learn some of the same skills they would in a business school classroom and not have to pay nearly as much, if anything at all. For example, the University of Illinois just made their MBA classes free online at Coursera.

For Business School

So why do we think it can actually make sense for entrepreneurs to go to business school? There are a number of reasons. First, business schools are consistently investing in their entrepreneurship programs. They have seen the rise of students either wanting to work for startups or be an entrepreneur themselves, and they are responding positively. During any random week at just about any top business school there will be some kind of pitch competition happening, giving students the chance to flex their creative muscles and present their startup idea to local experts.

Additionally, most schools offer some kind of entrepreneurship class or lecture series for their students. For example, Harvard Business School offers courses like “The Entrepreneurial Manager,” “Entrepreneurial Finance,” “Launching Technology Ventures,” and even a field course in entrepreneurial sales and marketing. Some schools are even custom designing their curriculum – investing in entrepreneurship centers or creating additional certificates for would-be entrepreneurs.  For example, the Michigan Ross School of Business has created a Master of Entrepreneurship degree in collaboration with the Michigan College of Engineering that comes with a built-in funding ecosystem.

Secondly, despite the fact that business school networking is typically geared to those looking for full-time jobs, it still provides an awesome opportunity for entrepreneurs to network. Imagine being in a sea of talented people who are as motivated as you! Do you think you could find a few people who might also want to work on your project? How about a professor that would serve as an advisor for your company? Or even potential funding opportunities from alumni and local investors?

Obviously at the end of the day business school is a very personal choice, and we think it is important to think about both sides of the argument when debating whether or not entrepreneurs should go to business school.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or click here to take our Free MBA Admissions Profile Evaluation! As always, be sure to follow us on FacebookYouTube, Google+ and Twitter.

Use Number Lines on the GMAT, Not Memory!

SAT/ACTI’ve written in the past about how the biggest challenge on many GMAT questions is the strain they put on our working memory. Working memory, or our ability to process information that we hold temporarily, is by definition quite limited. It’s why phone numbers only contain seven digits – any more than that and most people wouldn’t be able to recall them. (Yes, there was a time, in the dark and distant past, when we had to remember phone numbers.)

One of the most simple and effective strategies we can deploy to combat our working memory limitations is to simply list out the sample space of scenarios we’re dealing with. If we were told, for example, that x is a prime number less than 20, rather than internalize this information, we can jot down x = 2, 3, 5, 7, 11, 13, 17, or 19. The harder and more abstract the question, the more necessary such a strategy will prove to be.

Take this challenging Data Sufficiency question, for example:

On the number line, the distance between x and y is greater than the distance between x and z. Does z lie between x and y on the number line?

1) xyz < 0

2) xy <0

The reader is hereby challenged to attempt this exercise in his or her head without inducing some kind of hemorrhage.

So, rather than try to conceptualize this problem mentally, let’s start by actually writing down all the number line configurations that we might have to deal with before even glancing at the statements. We know that x and z are closer than x and y. So we could get the following:



Or we can swap x and y to generate a kind of mirror image



The above number lines are the only four possibilities given the constraints provided in the question stem. Now we have something concrete and visual that we can use when evaluating the statements.

Statement 1 tells us that the product of the three variables is negative. If you’ve internalized your number properties – and we heartily encourage that you do – you know that a product is negative if there are an odd number of negative elements in said product. In this case, that means that either one of the variables is negative, or all three of them are. So let’s use say one of the variables is negative. By placing a 0 strategically, we can use any of our above number lines:





Each of these scenarios will satisfy that first statement. But we only need two.

In our first number line, z is between x and y, so we get a YES to the question.

In our second number line, z is not between x and y, so we get a NO to the question.

Because we can get a YES or a NO to the original question, Statement 1 alone is not sufficient. Eliminate answer choices A and D.

Statement 2 tells us that the product of x and y is negative. Thus, we know that one of the variables is positive, and one of the variables is negative. Again, we can simply peruse our number lines and select a couple of examples that satisfy this condition.

In our first number line, z is between x and y, so we get a YES to the question.

In our third number line, z is not between x and y, so we get a NO to the question.

Like with Statement 1, because we can get a YES or NO to the original question, Statement 2 alone is also not sufficient. Eliminate answer choice B.

When testing the statements together, we know two pieces of information. Statement 1 tells us that either one variable is negative or all three are. Statement 2 tells us that, between x and y, we have one negative and one positive. Therefore, together, we know that either x or y is negative, and the remaining variables are all positive. Now all we have to do is peruse our sample space and locate these scenarios. It turns out that we can use the same two number lines we used when testing Statement 2:

In our first number line, z is between x and y, so we get a YES to the question.

In our third number line, z is not between x and y, so we get a NO to the question.

So even together, the statements are not sufficient to answer the question – the correct answer is E.

Takeaway: on the GMAT there’s no reason to strain your brain any more than is necessary. The more concrete you can make the information you’re provided on a given question, the more likely it is that you’ll be able to properly execute whatever math or logic maneuvers you’re asked to perform.

*GMATPrep question courtesy of the Graduate Management Admissions Council.

Plan on taking the GMAT soon? We have GMAT prep courses starting all the time. And, be sure to find us on Facebook, YouTubeGoogle+ and Twitter!

By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles by him here.

Undecided: 3 Reasons to Go to College Without Choosing a Major

student reseachIf you are anything like me, you change your mind on things all the time. A month ago I liked vanilla ice cream; now I like chocolate. 4 years ago I listened to Eminem; now I listen to Coldplay. I used to believe in Santa Claus; now I’m a bit more skeptical. I could go on, but the point is that I’m 18 years old and my views shift almost constantly. This is totally normal. After all, I would be a pretty boring person if I always stubbornly stuck with the opinions I developed as a little kid. At this point you might be thinking: what relevance does this have to college? Don’t worry, I’m getting there.

Even though many kids believe that it is okay (even good!) to have an open mind, there seems to be one problematic and common exception to that rule: deciding on a college major before getting to college.

It sometimes seems like high school students feel like they have to have a defined major and path for their life before even showing up for the first day of college. How many 18 year olds already know by that point in their life what subject they love the most and want to study for 4 years? The world of academia is so wide and complex that a high school education just doesn’t expose students to all the possible fields of study they can take. In my opinion, going in to college undecided does a lot more good than harm. I understand this might be totally contradictory to what you hear from parents, teachers, friends, etc., so here are three reasons why it’s great to be undecided.

  1. There’s more to school than the typical core subjects. High schools mainly offer course in traditional disciplines like math, history, and English. In college there are a world of possibilities that many students have likely never heard of. The people who want to decide on a major before getting to college likely will choose something they’re familiar with, thereby cutting off their chance to study a less well-known subject. Only an open-minded student will be cognizant of taking advantage of, say, an Egyptology department!
  1. It’s nice to explore without being swamped in requirements. Students who are pre-decided on a major often find their course decisions dictated primarily by requirements. On top of general education requirements, underclassmen who have already decided their major can feel pressure to start knocking off requirements for their major too, limiting their ability to freely explore their ever-changing interests. Undecided students will feel less constrained by onerous requirements and will instead have more liberty to branch out.
  1. There’s no pressure to stick to your original plan. For many people, it’s a fact of human nature that we are hesitant to give up on things once we have started them. While sometimes this is a good thing, when it comes to choosing a college major it can be very pernicious. Ideally your choice in college major is dictated by what subject you feel most passionate about. When students come in fiercely decided on a certain major but then realize they don’t like it as much as they thought they would, stressful conflicts arise as to whether they want to stick to the original plan or change direction entirely. By coming in undecided, students won’t have this conflict, and instead will be able to make their major decision based on their current feelings, not their past promises.

I’m in the midst of my freshman year and am still exploring all my options. When people ask me what I’m majoring in, I give them the same answer I’ve been giving since my college search started: I’m undecided, and I’m proud of it.

Do you need some guidance with your college application? We can help! Visit our College Admissions website and fill out our FREE College profile evaluation

By Aidan Calvelli


4 Tips for Taking Advantage of the Upcoming Holiday Break

taylor swiftWinter break is upon us!

The seasons are starting to change and we’re all starting to anticipate the holiday break that is merely weeks away. While the break is certainly a good time for relaxing, drinking some hot cider and spending time with family and friends, there are opportunities to get ahead while catching up on your sleep, too!

Here are four things to keep in mind for the upcoming holiday break.

  1. Network. You’re already going to be chatting with your friends & family, but now you can start these conversations with a purpose. Reach out to people who may have attended a school you’re applying to or someone who is currently a student. Pick their brain about student experiences, tips for the final stages of your application or prominent academic programs. Your best scoop on a college is an insider’s perspective, so take advantage of the people around you this holiday season who may be able to offer some good insight.
  2. Get involved. There are always a dozen ways to be involved in your community over the holiday breaks – whether you coordinate a book drive or cook and serve food to the homeless, the holidays are always a great time to give. If you don’t see the community service opportunity you’re looking for, create something of your own! It will be a satisfying experience, and college admissions committees will be happy to see that you took initiative to support your community.
  1. Fill out the FAFSA/CSS Profile. These applications for financial aid become available on January 1st, and your holiday break is a great time to get ahead on this process. Imagine how good you will feel knowing that this is completely taken care of when the March 1 deadline rolls around!
  1. Relax! High school can be stressful, and these breaks are given to you for a reason. While you shouldn’t sleep your break away, it is certainly recommended to take advantage of your days off and allow yourself to refocus. Give yourself some “me-time” and get yourself mentally prepared to kick off the New Year on a high note!

Be sure to use this time away from school to focus on your next academic adventure – college! Enjoy your winter break!

Need help prepping your early college applications? Visit our College Admissions website and fill out our FREE College profile evaluation

Laura Smith is Program Manager of Admissions Consulting at Veritas Prep. Laura received her Bachelor of Journalism from the University of Missouri, followed by a College Counseling Certificate from UCLA.



SAT Tip of the Week: Asking Questions to Answer Questions

SAT Tip of the Week - FullSAT Critical Reading passages are known to be a bit…well…boring. They can range from obscure 19th century literature to scientific articles on the principles of walking. Although some students might find these forays into otherwise-never-read writing interesting, most students are understandably turned off by what they have to read. I never blame students for feeling this way; what I do fight against is letting a lack of interest in a passage detract from a student’s score.

Even though it is hard, it is crucial to be engaged in a passage even if the content isn’t exciting. The best way to get yourself to be engaged and prepare yourself to answer the passage-based questions is to have an internal dialogue with yourself as you read. For me, I’ve always found that asking questions is a great way to stay on task and think critically about the passage at hand. Here are a few good general questions to begin the process of activating your internal voice when approaching SAT reading passages:

  • How does one part of the passage relate to the rest of the passage?
  • What purpose does placing this section of the passage here serve the author?
  • Where is the author using evidence, and where is he or she sharing his or her opinion?

Equally important is asking questions internally once you get to the actual SAT questions relating to the passage. Actively questioning the answer choices is a great way to make sure that you understand the question and don’t get tricked by trap answer choices. Here are a few good questions to ask when attacking a specific problem:

  • Was this actually stated in the passage, or is it merely plausible? (Remember – avoid assumptions!)
  • Where does the author support this claim?
  • Does the answer fit in with how I understood the passage? With how the passage was directly written?

Keeping a running dialogue of these types of questions helps you both to remain focused and to identify correct answer choices.  Let’s see how this strategy can be applied to a real SAT problem. Consider the following passage:

The Space Race, which occurred between 1957 and 1975, began when the Soviets launched the first man-made satellite, Sputnik, into space. For the Soviet Union, Sputnik was a tremendous technological achievement. For the United States, it was an embarrassing wake-up call. The United States had previously been regarded as the forerunner in the new field of space exploration, but Sputnik proved that the Soviets were viable contenders for that role.

When I read that passage, a couple key questions come to mind. Some questions occur as I read, others afterwards; it is important to know yourself in order to realize when your internal dialogue will be beneficial and when it will be distracting:

  • How (or does) the author define the Space Race?
  • “Wake-up call” seems figurative. What does the author mean by it and where can I justify that?
  • What is the value in talking specifically about the events in the Space Race?

Once you’ve thought about or answered these questions, it’s time to go on to look at the SAT problems. Keep the understanding you derived from your questions in mind as you think about how to approach the problem presented to you. Now lets look at a specific question related to the passage:

The author most likely uses the phrase “wake-up call” in line 5 in order to:

(A) emphasize the bitterly competitive nature of the space race

(B) highlight the need for the United States to begin its own weapons development program

(C) imply that the Soviets did in fact contact the United States government to notify them of the launch

(D) convey the shock and humiliation the United States felt when it heard about Sputnik

(E) suggest that any American attempt to launch a satellite at that time would be doomed to fail

My favorite strategy is to ask a challenging question directed at each answer choice. This ensures that I am critical of each answer choice and don’t give any answer the benefit of the doubt. The best questions are ones that are framed in such a way that they either eliminate or affirm an answer choice, since this obviously leads you to the correct answer on the problem.

For answer choice A, I’d ask: Is the space race bitterly competitive, or is bitterly too extreme a word?

For B, C, and E, I’d ask: Are the details from the answer choices actually present in the text? Respectively, does the US need to make its own program? Did the Soviets contact the Americans? Is there a suggestion of failure?

For D, I’d ask: Does a wake-up call usually go along with shock?

Answering these questions, I found that “bitterly” was, in fact, an inaccurate description of the situation; the US had no discernible need to start a program; there was no mention of any notification; there was no suggestion of failure; wake-up calls do involve being surprised, which goes along closely with shock. Through this analysis, I can eliminate choices A, B, C, and E, leaving me with just the correct answer, which is D.

As you can see, asking the right questions and keeping yourself engaged is a great way to stay focused and think critically about SAT passage-based reading questions.

Still need to take the SAT? We run a free online SAT prep seminar every few weeks. And, be sure to find us on Facebook, YouTube, Google+ and Twitter!

By Aidan Calvelli.

Burn the Which! On the GMAT, That Is…

holy-grail-witchIt’s Halloween as I write this, but by the time you read it, November will be upon us, and you’ll be several days into a serious candy hangover. With that in mind, you’re probably in the mood for something boring and self-disciplined — or just to throw up — and I couldn’t think of anything that better accomplishes both than a little bit of sentence correction.

Unless you were a big reader in high school (or you’re a incorrigible grammar nerd, the type who brightens up when I use the word “incorrigible”), sentence correction is probably your least favorite part of the GMAT. You should know English, you do know English, but the GMAT wants you to feel like you don’t, and it’s amazing the rest of us can even find the will to live while we listen to you talk. It wasn’t bad enough for the test writers to undo years of hard work with your therapist to forget your high school math; now they’re making you feel inadequate about your own language (or in some cases, a language you busted your butt to learn as an adult).

Like it or not, however, that’s the game here: testing the subtle differences between everyday English, the sort you speak and type and are reading from me right now (“This is him! Who were you looking for?”), and black-tie, formal English, the kind you use to lose friends and alienate people (“This is he! For whom were you looking?”). And no word — see how I started that sentence with “and”? I’m on your side! — better stands for this distinction than “which”, a seemingly simple, everyday word that you and the GMAT test writers will be fighting a brutal war to control.

In your world, after all, “which” is used to describe anything. In your world, “He was being such a jerk, which was totally uncalled for,” or, “I took the GMAT this morning, which was the worst thing I’ve done since I felt off the stage in the first act of that school play,” are perfectly grammatical. In the GMAT’s world, however, they aren’t, and it’s all because of that “which”. In your world, “which” can describe the gist of the sentence, but in the GMAT’s world, it describes the noun that precedes it. Luckily, there’s an easy, 99% accurate way to test GMAT-approved usage of “which”:

CORRECT: (non-human noun), which (phrase describing that noun)

INCORRECT: almost anything else

So these are correct:

“The sun, which is actually a star, was once considered a god.”

“My car, which has multiple dents, two differently colored front doors, and a dog sleeping on it, is a bit of a fixer-upper.”

“I finally saw Wayne’s World 2, which I’ve been hearing about for years.”

In each case, “which” directly connects a noun to a phrase that describes that noun. The sun IS actually a star, my car DOES have multiple dents, and Wayne’s World 2 WAS what I’d been hearing about (I’ve been living under a rock since 1992).

As obnoxious as this rule is — and by no means do I encourage you to follow it in your own writing or speech — it’s easy to remember on test day. If you see “which” begin a modifier, make sure that it’s next to the noun it describes. If it is, lovely! If it isn’t, burn that which!

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

Standing Out as an International Applicant from India

indiaOne of the most competitive MBA applicant pools year-in and year-out is the vast crop of talented applicants originating from the subcontinent of India. Every year, top business schools are flooded with qualified Indian applicants that present a bevy of challenging decisions for admissions committees around the world. If you’re a member of the Indian applicant pool, it is important to understand how the admission committee will view you – having a good handle on this can help a smart applicant properly strategize on producing a “winning” application.

With so many candidates and so few spots available, it is more important than ever for Indian applicants to create an admissions package that stands out from the masses. But how is this done?

Let’s discuss some different ways the typical Indian candidate can create an application package that stands out from the competition.

Work Experience

The Indian applicant pool is known for being predominantly populated by one of the country’s biggest industries: the IT industry is by far the biggest pipeline of MBA talent coming out of India. This fact feeds into the reputation of the “homogeneous” Indian applicant, and “homogeneous” is rarely ever a good buzzword when it comes to gaining admission into business school.

For many application-ready candidates, this is a tough area to stand out in. But there are still some things to do for those candidates in the early stages of planning for their MBA, or those already in the midst of application season. For those in the early stages, this can involve pursuing industries that align with an area of interest, particularly if that is outside of the IT industry.

For those already within their target industry, taking on leadership opportunities in an existing role or exploring development in other areas or functions of your current job can present a strong growth trajectory. Whatever stage you are in as a candidate, the key here is to showcase yourself as a high-potential future leader with the flexibility to succeed in multiple work functions and industries.

GMAT Scores

This one is pretty simple – with so many applicants flooding the business school pipeline; it is critical for a competitive Indian applicant to achieve a strong score on the GMAT. What is a strong score, you may ask?

Many Indian applicants come in with above-average GMAT scores, which makes this aspect of the admissions process particularly competitive. With so many high-performing applicants coming from this region, admitted candidates often report GMAT scores that exceed school averages.

Generally, you will want to aim for around +20 points above the average score for your target program, with anything above that, of course, being increasingly more beneficial for your application.


Education is another fairly competitive area that is pretty unique in comparison to the typical structure favored by U.S. educators. Coming from a nation with a unique ranking system and some high-profile colleges, this is an area where international Indian candidates can try and stand out. Another common item on the transcript of the Indian MBA applicant can actually be an MBA. It is not uncommon for candidates to pursue a second Western MBA after already completing one in-country, so if this is you, make sure to have a clear rationale on why a second MBA is necessary.


A common knock against the Indian applicant is the non-data portion of the application process. A lot of focus tends to go into the GMAT, and not enough on other more nuanced elements of the application. This reputation feeds into the “homogeneous” reputation of the Indian applicant, as the opportunity to differentiate is often missed.


Undergraduate engagement is important, but continued engagement is also key. The focus in this area should be on leadership within these activities and not just participation. Don’t be afraid to leverage these experiences for other areas of your application as well – your ability to share highlights and impact from your engagements will go a long way in establishing these as meaningful experiences in your application.


Be interesting! Too many essays are bland responses focused on writing what the candidate feels the AdComm wants to hear. Breakthrough essays will be introspective and passionate responses that provide a unique insight into a candidate’s personal and professional background and goals. Avoid generic responses and use language that builds a narrative that cannot otherwise be gleaned from a resume or transcript.

Understanding the perception of your applicant pool is a key first step in creating a strategy to differentiate your profile from the masses. Use these tips as a starting point to creating a breakthrough application that showcases you as a unique candidate.

Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or click here to take our Free MBA Admissions Profile Evaluation! As always, be sure to find us on FacebookYouTubeGoogle+ 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 of his articles here

A Survivor’s Guide to College Apartment Living

apartmentI love college, and I love my apartment—I’ll be sad to leave. That doesn’t mean, however, that I didn’t have my share of rough spots along the way.

Before moving out of my freshman dorm I had never lived apart from my parents before, much less found my own apartment, chosen my own roommates, or paid my own bills. The learning curve was steep.

Three years later, I can’t imagine living anywhere else. Here’s what I’ve learned.

  • While apartment hunting, find a balance between high rent and comfortable living. Stay within your budget because college is expensive, but if at all possible don’t sacrifice your happiness and peace of mind; college can be hard and stressful, and often the thing you’ll want most is a comfortable room to retreat to when the going gets tough. The deciding questions to ask aren’t whether you really like high ceilings or whether you just have to have a gas stove instead of an electric one. Instead, check whether the walls are insulated, whether appliances are clean (or cleanable) and functional, and whether you’re sure you can afford it. If you’re living with roommates: Do you have enough space to avoid living on top of one another? Do you feel safe in the area? If forced to choose, remember that budget and comfort come first, and that you’ll only be there at most for a few years.
  • Consider subletting. It’s more short term, but it’s probably cheaper and it’s a great way to meet new people.
  • Any room or apartment, no matter how small or old or dark, can be made a lot more livable with a little love and care. If you choose a less attractive room or apartment in order to cut costs, bring in lights, rugs, furniture, or other décor to brighten it up. Room décor doesn’t need to be expensive (think Ikea or secondhand stores), and a few well-chosen items can do wonders. It’s worth the fairly small investment to have a nice place to call home.
  • Choose your roommates wisely. Roommates are a great way to keep living costs down and to make great friends. However, roommates you don’t get along with can be worse than not having roommates at all. Before committing to spending a year or more sharing a room with someone, consider whether your personalities mesh well, whether one of you is messier than the other, whether he/she is financially stable enough to pay his/her part of the rent on time, etc.
  • Having less stuff will make both moving and living a lot easier. Clutter occupies the living space as well as mental space, even if you don’t notice it, and will affect your roommates as well. Throw away or donate things you don’t need and keep tidy in order to make a small space feel bigger and more comfortable.

Remember, you’ll want to find a place that is safe and quiet so that you can be successful in your studies and also balance your social life. Happy apartment hunting!

Are you still trying to figure out how to handle your college applications? We can help! Visit our College Admissions website and fill out our FREE College profile evaluation!

Courtney Tran is a student at UC Berkeley, studying Political Economy and Rhetoric. In high school, she was named a National Merit Finalist and National AP Scholar, and she represented her district two years in a row in Public Forum Debate at the National Forensics League National Tournament.

Quarter Wit, Quarter Wisdom: The Tricky Critical Reasoning Conclusion

Quarter Wit, Quarter WisdomAs discussed previously, the most important aspect of a strengthen/weaken question on the GMAT is “identifying the conclusion,” but sometimes, that may not be enough. Even after you identify the conclusion, you must ensure that you have understood it well. Today, we will discuss the “tricky conclusions.”

First let’s take a look at some simple examples:

Conclusion 1: A Causes B.

We can strengthen the conclusion by saying that when A happens, B happens.

We can weaken the conclusion by saying that A happened but B did not happen.

How about a statement which suggests that “C causes B,” or, “B happened but A did not happen”?

Do these affect the conclusion? No, they don’t. The relationship here is that A causes B. Whether there are other factors that cause B too is not our concern, so whether B can happen without A is none of our business.

Conclusion 2: Only A Causes B.

This is an altogether different conclusion. It is apparent that A causes B but the point of contention is whether A is the only cause of B.

Now here, a statement suggesting, “C causes B,” or, “B happened but A did not happen,” does affect our conclusion. These weaken our conclusion – they suggest that A is not the only cause of B.

This distinction can be critical in solving the question. We will now illustrate this point with one of our own GMAT practice questions:

Two types of earthworm, one black and one red-brown, inhabit the woods near the town of Millerton. Because the red-brown worm’s coloring affords it better camouflage from predatory birds, its population in 1980 was approximately five times that of the black worm. In 1990, a factory was built in Millerton and emissions from the factory blackened much of the woods. The population of black earthworms is now almost equal to that of the red-brown earthworm, a result, say local ecologists, solely stemming from the blackening of the woods.

Which of the following, if true, would most strengthen the conclusion of the local ecologists?

(A) The number of red-brown earthworms in the Millerton woods has steadily dropped since the factory began operations.

(B) The birds that prey on earthworms prefer black worms to red-brown worms.

(C) Climate conditions since 1990 have been more favorable to the survival of the red-brown worm than to the black worm.

(D) The average life span of the earthworms has remained the same since the factory began operations.

(E) Since the factory took steps to reduce emissions six months ago, there has been a slight increase in the earthworm population.

Let’s look at the argument.


  • There are two types of worms – Red and Black.
  • Red has better camouflage from predatory birds, hence its population was five times that of black.
  • The factory has blackened the woods and now the population of both worms is the same.


From our premises, we can determine that the blackening of the woods is solely responsible for equalization of the population of the two earthworms.

We need to strengthen this conclusion. Note that there is no doubt that the blackening of the woods is responsible for equalization of populations; the question is whether it is solely responsible.

(A) The number of red-brown earthworms in the Millerton woods has steadily dropped since the factory began operations.

Our conclusion is that only the blackening of the woods caused the numbers to equalize (either black worms are able to hide better or red worms are not able to hide or both), therefore, we need to look for the option that strengthens that there is no other reason. Option A only tells us what the argument does anyway – the population of red worms is decreasing (or black worm population is increasing or both) due to the blackening of the woods. It doesn’t strengthen the claim that only blackening of the woods is responsible.

(B) The birds that prey on earthworms prefer black worms to red-brown worms.

The fact that birds prefer black worms doesn’t necessarily mean that they get to actually eat black worms. Even if we do assume that they do eat black worms over red worms when they can, this strengthens the idea that “the blackening of the woods is responsible for equalization of population,” but does not strengthen the idea that “the blackening of the woods is solely responsible for equalization,” hence, this is not our answer.

(C) Climate conditions since 1990 have been more favorable to the survival of the red-brown worm than to the black worm.

Option C tells us that another factor that could have had an effect on equalization (i.e. climate) is not responsible. This strengthens the conclusion that better camouflage is solely responsible – it doesn’t prove the conclusion beyond doubt, since there could be still another factor that could be responsible, but it does discard one of the other factors. Therefore, it does improve the probability that the conclusion is true.

(D) The average life span of the earthworms has remained the same since the factory began operations.

This option does not distinguish between the two types of earthworms. It just tells us that as a group, the average lifespan of the earthworms has remained the same. Hence, it doesn’t affect our conclusion, which is based on the population of two different earthworms.

(E) Since the factory took steps to reduce emissions six months ago, there has been a slight increase in the earthworm population.

Again, this option does not distinguish between the two types of earthworms. It just tells us that as a group, the earthworm population has increased, so it also does not affect our conclusion, which is based on the population of two different earthworms.

Therefore, our answer is C.

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on FacebookYouTube and 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!

4 Ways Sleep Can Make or Break Your SAT or ACT Score

sleepYou have a big test coming up at the end of the week. You’re a dedicated, hard-working student, so you know you have to study to do well. The nights before the test, you stay up late, pushing yourself to review and learn as much as you can.

However, while taking the test, you can’t remember a lot of the information you spent so much time going over. Focusing on longer questions is more of a struggle than it should be, and you get irritated or panicked easily when you can’t figure out the answer. In the end, when you see your score, you feel that all that hard work and those late nights didn’t pay off as much as they should have. You wonder what you could have done wrong.

If this story sounds familiar, as it should to many ambitious high schoolers, it’s because you’ve experienced for yourself how sleep deprivation can hurt your performance on test day. Getting enough sleep is one of the most crucial steps you can take to achieve your highest potential score. Here’s how to make sure sleep deprivation isn’t holding you back:

1. Know how much you need. Several recent studies have shown that high school students are chronically sleep-deprived. Sleep scientists agree that adults need at least 7-9 hours of sleep each night, and teenagers probably need even more. If you’re consistently falling behind these numbers, you’ll need to make some changes in your schedule if you really want to get that high score you’re after.

2. Know you might not realize you’re sleep-deprived. Most people assume that as long as they don’t feel tired and drowsy, they aren’t really behind on sleep. In fact, studies show a person can become used to sleep deprivation to the point that they no longer recognize that they’re tired. However, the negative consequences of sleep deprivation still persist. Just because you’re not yawning, it doesn’t mean you’re fully awake and alert.

3. Know what the consequences are. Sleep loss can cause a host of problems for any high-achieving student. Lack of sleep leads to lapses in focus, difficulty memorizing new information, inability to recall important words and facts, problems with multitasking, increased irritability and stress, and quite a few other issues. If you want all your studying to pay off on test day, you have to eliminate these problems. Put simply, you have to get enough sleep to be the best test-taker you can be.

4. Know how to catch up. It’s not enough just to sleep 8 or 9 hours the night before your test. Due to a phenomenon called “sleep debt,” sleep loss actually accumulates over time. Essentially, every time you sleep 5 hours instead of 8, you fall that much further behind the sleep you need. The only way to catch up and get back to your peak self is to sleep well for several nights in a row. You’ll need to plan ahead and make sleep a priority in the week before the test.

Stay well rested and you’ll be at your best on test day! Good luck with the SAT tomorrow!

Are you uncertain about your college application? We can help! Visit our College Admissions website and fill out our FREE College profile evaluation

By Cambrian Thomas-Adams

You’re Hired! 3 Ways to Handle Your First Job Interview in College

HandshakeBy the time students get to college, most have experienced what an academic interview is like. The interviewer asks about your scholastic interests, the particular reason why the school or program is exciting to you, and other questions relating to academics. However, once you get to college, you will be moving on to more professional interviews for internships and potential job opportunities. Many of the same rules apply to these settings, but there are even more particulars to be on the lookout for in order to succeed in this setting. Here are a few to keep in mind.

1. GET INVESTED. First and foremost, make sure you care about the position you are interviewing for. This should be a prerequisite for any situation, but a lot of times students don’t care that much and it shows in the lack of passion they have for the position. This is a major problem and something you definitely want to avoid in order to be successful.

In relation to this, make sure you know why exactly you want the position and some of the specific characteristics of the job. While a lot of times the interviews will start out with basic questions that help the interviewer get to know you, the ultimate goal of any of these interviews is to see if you a good fit for the position. In order to prove you are the right person for the job, it is crucial to demonstrate both your ability and understanding of the task at hand. Referencing specific responsibilities and job functions will allow you to show the interviewer that you mean business.

2. SHOW YOU FIT THE ROLE. It’s important to present a picture of yourself that shows why you are a good candidate for the job. Every company wants to get to know you, but you don’t have to tell them everything about yourself. This doesn’t mean lie at all, but include pertinent information and experiences that you have had that relate to the job opening. This is your chance to tell a story about yourself, so make sure it is one the interviewer will want to read from start to finish.

3. FIND SOMETHING IN COMMON. Finally, the most important thing you should do in this interview (and any interview in general) is connect with the person asking you questions. Multiple studies show that the more someone likes you, the greater chance you have of getting the job. No two interviews are the same in terms of connecting, so your best bet is to feel the situation out.

Does your interviewer seem like the type of person who would appreciate if you ask deep, insightful questions about the position? Or more direct, specific questions about the tasks you will perform? Sometimes, it is a mix and other times they like talking about their own experiences. Whatever the case may be, it is a good idea to make sure you do your best to truly connect with the interviewer. Ultimately they are either making the decision on whether or not you get hired, or they are offering a recommendation that will play a role in the process.

If you are able to check off most of these boxes as you prepare and experience your first professional interview, than you will be in a great position to succeed and earn the position you covet. Best of luck in your interviews!

Are you uncertain about your college application? We can help! Visit our College Admissions website and fill out our FREE College profile evaluation

Jake Davidson is a Mork Family Scholar at USC and enjoys writing for the school paper as well as participating in various clubs. He has been tutoring privately since the age of 15 and is incredibly excited to help students succeed on the SAT.

GMAT Tip of the Week: Movember and Moving Your GMAT Score Higher

GMAT Tip of the WeekOn this first Friday of November, you may start seeing some peach fuzz sprouts on the upper lips of some of your friends and colleagues. For many around the world, November means Movember, a month dedicated to the hopefully-overlapping Venn Diagram of mustaches and men’s health. Why – other than the fact that this is a GMAT blog – do we mention the Venn Diagram?

Because while the Movember Foundation is committed to using mustaches as a way to increase both awareness of and funding for men’s health issues (in particular prostate and testicular cancer), many young men focus solely on the mustache-growth facet of the month. And “I’m growing a mustache for Movember” without the fundraising follow-through is akin to the following quotes:

“I’m growing a mustache for Movember.”

“I’m running a marathon for lymphoma research.”

“I’m dumping a bucket of ice water over my head on Facebook.”

“I’m taking a GMAT practice test this weekend.”/”I’m going to the library to study for the GMAT.”

Now, those are all noble sentiments expressed with great intentions. But another thing they all have in common is that they’re each missing a critical action step in their mission to reach their desired outcome. Growing a mustache does very little to prevent or treat prostate cancer. Running a marathon isn’t what furthers scientists’ knowledge of lymphoma. Dumping an ice bucket over your head is more likely to cause pneumonia than to cure ALS. And taking a practice test won’t do very much for your GMAT score.

Each of those actions requires a much more thorough and meaningful component. It’s the fundraising behind Movember, Team in Training, and the Ice Bucket Challenge that advances those causes. It’s your effort to use your mustache, sore knees, and Facebook video to encourage friends and family to seek out early diagnosis or to donate to the cause. And it’s the follow-up to your GMAT practice test or homework session that helps you increase your score.

This weekend, well over a thousand practice tests will be taken in the Veritas Prep system, many by young men a week into their mustache growth. But the practice tests that are truly valuable will be taken by those who follow up on their performance, adding that extra step of action that’s all so critical. They’ll ask themselves:

Which mistakes can I keep top-of-mind so that I never make them again?

How could I have budgeted my time better? Which types of problems take the most time with the least probability of a right answer, and which types would I always get right if I just took the extra few seconds to double check and really focus?

Based on this test, which are the 2-3 content areas/question types that I can markedly improve upon between now and my next practice test?

How will I structure this week’s study sessions to directly attack those areas?

And then they’ll follow up on what they’ve learned, following the new week’s plan of attack until it’s time to again take the first step (a practice test) with the commitment to take the substantially-more-important follow-up steps that really move the needle toward success.

Taking a practice test and growing a Movember mustache are great first steps toward accomplishing noble goals, but in classic Critical Reasoning form, premise alone doesn’t guarantee the conclusion. So make sure you don’t leave the GMAT test center this November with an ineffective mustache and a dismal score – put in the hard work that has to accompany that first step, and this can be a Movember to Remember.

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!

By Brian Galvin.