Reading and Understanding

Readingand Understanding

StudentAffiliation

InstitutionAffiliation

UsingSources to Develop the Argument

  1. The writer gives us a vivid picture of the mood and tense of the period when SAT tests are done

  2. “The emphasis on test scores has become routine for so long that the true meaning behind it has become lost.”

Locatedin the introductory page (Paragraph 1).

  1. A book by the author called Eric Westervelt.

Sheuses it to explain and support the shortcomings of SAT tests andthat it may not be an accurate measure of possible performance andoverall success.

  1. She uses a magazine called The American and a book by Rubin (6).

Thesesources highlight the disadvantages of SAT tests. “Students end upcramming information for the test and not committing to memory”

  1. The paragraphs explore the socio-economic differences between underprivileged students and privileged students and the overall impact on studies.

Shehas used 4 outside sources (Zumbrun, Jim Rubin, Cao, Wenyu et al,CBS’S Lynn O’Shaughnessy).

  1. It give more support? Paragraph 6 supports that college entrance examinations should standardized. This is supported by the College Board

  2. It is a supportive paragraph that supports the use of test-optional tests rather than standardized tests. It adds weight to the thesis

  3. It would be more or less the same. Supporting the thesis abolishment of standardized tests and supporting test-optional tests.

Analyzingthe Works Cited

1.10(in-text citations).

2.Articlemagazines (The American), e-books (Cao, Wenyu et al) and news report(CBS media house).

3.She started the research after it came a concern that standardizedtests are biased and she ended the research after she found out thatthere are other optional tests.

IntegratingSources into the Writing

1.Sheexplains and supports the advantage of submitting test scores itraises college GPA.

2.

  1. (Westervelt 3) gives credit to using this writer’s information and supporting the previous statement or clause as opposed to Westervelt’s study . . . . that ends with (4) which rather paraphrases the original author’s ideas.

  2. (Westervelt 3) is more credible than -Westervelt’s study . . . . that ends with (4) which might be considered as a plagiarized idea.

Summarizinga Source (5 points)

InRethawks book of “Schools Against Testing (SAT)” she outlines thethesis of her research and points out the setting of SAT tests.Subsequently, she gives credible sources that support the abolishmentof SAT tests and credit the optional-tests. She argue thatstandardized tests are biased and not cutting across allsocio-economic backgrounds. Underprivileged students are more likelyto fail or not attend to SAT tests for their college or universityentrance. Conversely, privileged students have higher chances of oftaking and passing SAT tests and thus proceed to college andachieving a higher GPA in their graduation.

Shegoes further in explaining that SAT tests are meant for performancetesting only. Thus, many students who undertake these tests will endup in cramming for the test and not committing to it.

Therefore,test-optional tests should be embraced by all colleges anduniversities seeking to assist the minority students who might havethe potential to excel but lack the power to take and perform betterin standardized tests.

AfterReading

1.

  1. Can test-optional be embraced by all colleges and universities?

  2. If underprivileged students are given the necessary resources, will they out-perform their privileged counterparts?

  3. Will SAT tests ever be disregarded and considered as a shortcoming to success in life?

2.

Yes.There is confusion in evaluating the best choice between choosingwhat is best, that is, between standardized tests and test-optional.

Yes.I’m worried that the author of this book may bring a change towardsthe issue of disregarding the use of SAT tests.