Transcript Angela Gulick CAS Writing Specialist June 2015 Today’s workshop has four main goals: ◦ to discuss ways to prepare yourself mentally for the written.

Angela Gulick
CAS Writing Specialist
June 2015
Today’s workshop has four main goals:
◦ to discuss ways to prepare yourself mentally
for the written portion of the ICTS Basic Skills
Test
◦ to discuss the four steps to writing a
response
◦ to practice these four steps on a sample
writing prompt
◦ to address audience questions

Even before you ever write a word, you can
set yourself up for success or misery. The
mental attitude you have about writing can
definitely factor into the writing you
ultimately produce.

Tailor your writing environment to
maximize calmness and comfort by
following these suggestions:

Find out what you can about the test. Consider visiting
one of the classrooms where the test will be held. The
test tends to be held in the X Wing.

Talk to friends who have taken the test. What were
their experiences? Did they do anything to prepare for
the test that was successful?

Check out the available practice materials and tests.
You can find them at this address:
http://www.icts.nesinc.com/IL15_prepare.asp
◦Know what you can/cannot bring to the test.
What you should/can bring
to the exam:
What you cannot bring to
the exam:
2 forms of identification
paper (all paper is supplied)
admission ticket
cell phones
1 bottle of bottled water
IPODs/headphones
pencils – bring some spares
IPADs/laptops
watch
“anything with an on/off
button”
tissues
any bags/backpacks will
need to be put in the front
of the room and out of
reach.
◦Understand that there will be assigned seating. Don’t be
thrown or made anxious because you will be told where you
can sit to take the test. Again, check out the room ahead of
time; scope out your surroundings.
◦Contact the exam administrators ahead of time if you have
special needs. For example, some students request larger
seats so they will be comfortable during the test or seats near
the door due to medical conditions.
◦Let the test proctor know if you aren’t feeling well or are
overly anxious.
◦ Use the restroom before the test. Once you are in the
room, you will not be able to leave until after test
instructions have been given.
◦ Blow your nose. This way, you aren’t
sniffling and sneezing all through
the test, distracting you and
your fellow writers.
 Dress
in clothes that make you feel good.
Heck, if you have a lucky pair of socks or
underwear, wear them. This is WAR! If you
have a lucky charm, stick it in your shoe .
 However,
I don’t recommend putting Lucky
Charms ® in your shoes unless you want sticky
shoes. And possibly ants.
 Dress
in layers since no one can predict the
temperature of a room. Some people “heat
up” and other “cool down” when anxious, so
dress according to your own body’s natural
responses.
Understand your body’s nutritional needs. If you are used
to eating breakfast, eat breakfast before the test. If you are
used to having a snack, bring a snack with you for when you
have breaks. Eat foods that are familiar, comfortable, that
give you energy. This is NOT the time to eat that nine-dayold burrito in the back of your fridge or food that makes you
have bad dreams the night before the test.


Advice from one exam proctor:
If you feel like you are getting nervous, turn your test
over and take a “mini-vacation” for about 30 seconds
to 1 minute. Mentally go somewhere that makes you
happy and calm. Then turn the test back over and start
again.

For a timed writing task, you will have to do four steps:
1. Understand the question/writing prompt
2. Develop an informal outline for your response
3. Write the response
4. Revise and proofread the response

Here is a suggested outline for how to spend 1 hour of time:
 Understanding the question(s): 5 minutes
 Developing an informal outline: 5 minutes
 Writing the response: 40 minutes
 Revising and proofreading the response: 10 minutes

Don’t rush and start writing immediately. Nerves will make you want to,
but you aren’t doing yourself any favors. Rushing in and
kinda/sorta/maybe not at all-a answering a question is a very common
mistake people make. Plus, you’ll get halfway into your response and get
lost.

Read and re-read the question/prompt, and underline any verbs (action
words) you find. These verbs tell you what you need to you to write
about.

Make note of any lists presented in the question; sometimes lists can be
turned around and used to organize your responses.

See workshop handout titled “Instruction Words Used in Directions and
Essay Questions” by Carol Kanar. This handout tells you what different
action verbs mean when it comes to essay writing.

Break the question down into segments. Some
questions are multi-part questions, and yes, you
ARE expected to answer all the parts.

Answer the questions/parts in the order they were
asked. Test evaluators often have a mental
“checklist” in their minds when evaluating your
response, and if you present the information in the
order evaluators are looking for, the information will
more likely be noticed.

Often, it is helpful to repeat key terms from the
original question in your response. This shows that
you are making the effort to follow instructions.

Generally, you will be asked to make an assertion or
argument and defend that argument with specific
examples.

Pretend you are trying to convince a skeptic that
your understanding of the material is right.

When drafting your argument, add the
words “because ______” or “by ______”
to the end, and list out your reasons.

This is a helpful strategy because in listing
out your reasons, you are providing
yourself with an outline for your essay.
This strategy helps keep you organized
and your reader focused.

I am going to hand out a sample prompt to you, and I
want you to begin by reading it very carefully. And
then read it again. Feel free to write on it, mark it up,
jot down notes.

Next, try to figure out where the argument is in this
prompt. In other words, what is its original author
trying to make you believe?

Then, try to figure out what YOU are being asked to
do. If you are asked to create your own argument or
respond in some way, what would yours be?

According to recent surveys, only 17% of college students
are “traditional.” That means that only one out of every six
college students comes straight out of high school, moves
away to go to college, has no children, goes to school fulltime, and works only part-time, if at all. However, most
college students are returning to education, have children,
work full-time, live at home, and/or go to college part-time.
In the view of many people, this means that colleges need
to do a better job of accommodating the needs and
priorities of non-traditional students. Using examples and
explanations, write a well-organized essay that offers
suggestions for ways in which colleges can better meet the
needs of their students today.

According to recent surveys, only [“only”
suggests that this is unusually low,
something to take note of] 17% of college
students are “traditional.” That means that
only [again suggests this is unusual] one out
of every six college students comes straight
out of high school, moves away to go to
college, has no children, goes to school fulltime, and works only part-time, if at all.
[prompt provides definition of “traditional –
might need this]

However, most [“most” suggests contrast] college students are
returning to education, have children, work full-time, live at home,
and/or go to college part-time. In the view of many people, this
means that colleges need to do a better job of accommodating the
needs and priorities of non-traditional students. [Bingo! Here’s the
prompt’s argument]

Using examples and explanations, write a well-organized essay that
offers suggestions [suggestions = telling people what to do] for ways
[plural – I’ll need more than one] in which colleges can better meet
the needs of their students today.

Important: I have to choose this side, that colleges can and should
meet the needs of students. Cannot choose opposite side (that
colleges shouldn’t do anything).

Look to the prompt itself for guidance in helping you organize.
Let’s zero in on this part of the question:
However, most college students are returning to
education, have children, work full-time, live at home,
and/or go to college part-time.

This looks an awful lot like a list to me:
However, most college students 1) are returning to
education, 2) have children, 3) work full-time, 4) live at
home, and/or 5) go to college part-time.

I could use this list, or part of it, to begin to outline a response.

However, most college students 1) are returning
to education, 2) have children, 3) work full-time,
4) live at home, and/or 5) go to college part-time.

Sample Thesis: As more and more non-traditional
students enter colleges and universities, these
institutions have a responsibility to provide
assistance to the unique needs of these students
by ____, ____, ____,____, and ____.

Are returning to education – orientation for returning adults only, offer after 5 p.m.
or on weekends, offer daycare while parents are in the session, set up mentoring
program, create support groups/student groups

Have children – offer available daycare, set up babysitting service/list of reputable
babysitters, encourage faculty to be sensitive to needs of parents

Work full-time – offer more evening, weekend, online classes, offer accelerated
classes, let experienced people opt out of classes if they can show they have
sufficient experience in the topic

Live at home – offer discounts on bus rides, offer more social events to bring
students to campus, more online courses students can take from home

Go to college part-time –offer more online courses, encourage faculty to have less
restrictive attendance policies, offer classes at lots of different times, not just M, W,
F from 10-2.

Neatness counts! If an evaluator cannot read a
response, he/she cannot give you credit for it. If
your writing is hard to read, try printing. Be aware,
though, that printing takes more time for most
people to do.

Write every other line so that you have room to go
back in and add a thought or detail if needed.

Keep reviewing the original essay question so that
you are sure you are answering it accurately and
entirely.

Reserve at least 10-15 minutes at the end of the testing
time just to revise and proofread your work. You aren’t
expected to be perfect, but you will need to be clear and
coherent. A missing word or phrase can really damage a
sentence, so make sure all words are accounted for.

Read your response under your breath to “hear” how it
sounds.

If you are running out of time, write the rest of your outline
on the exam copy or attach outline with exam. Some
evaluators will give partial credit for ideas, even if they are
not in essay form. Some evaluators won’t give you partial
credit, however, so don’t hold me to that!

Listening to suggestions can be helpful, but
the best approach is to practice this skill.
For that reason, we are offering a “dress
rehearsal” test so you can practice the four
steps outlined in this presentation.

Thank you for your time today. Remember
to come to the Writing Lab in D120 for
help with other writing projects!