Who takes the PSAT/NMSQT?

Approximately half of the three million students who take the test are high school juniors; the remainder are students in the tenth grade or younger. Nearly all students who take the test indicate they plan to attend college. The 22,000 high schools that test-takers attend vary greatly in size, curricula, standards, grading systems, population served, and source of support. For students who take the PSAT/NMSQT, the score report provides a standardized view of their scholastic skills, regardless of the school attended, and helps them compare themselves to other college-bound students nationwide.

How is the PSAT/NMSQT scored?

First, a raw score is computed. Students receive one

point for each correct answer (regardless of difculty). For incorrect answers to multiple-choice questions, a quarter (1/4) of a point is deducted. Nothing is deducted for unanswered questions or for incorrect answers to student-produced response (grid-in) questions. Next, the raw score is converted to a score on the PSAT/NMSQT scale of 20 to 80. This statistical procedure, called equating, adjusts for differences in difculty between various forms, or editions, of the test. Equating makes it possible to compare the scores of students who have taken different editions of the test; it also makes the scores from last years test comparable to those from this years PSAT/NMSQT.

What does the PSAT/NMSQT measure?

The PSAT/NMSQT measures skills in three basic academic areas important for success in college. Critical reading questions assess students ability to draw inferences, synthesize information, distinguish between main and supporting ideas, and understand vocabulary as it is used in context. Math problem-solving questions deal with number and operations, algebra and functions, geometry and measurement, and data analysis, statistics, and probability. Writing skills questions measure the ability to identify appropriate expressions in standard English, detect faults in usage and structure, choose effective revisions to sentences and paragraphs, and recognize appropriate writing strategies.

Do PSAT/NMSQT scores fairly reect students skills?

Concern for fairness is an integral part of the development of the PSAT/NMSQT. Comprehensive reviews and analyses ensure that questions and tests are fair for different groups of students. Although differences in test performance may be the result of many factors, long-term educational preparation is the primary cause. The test itself reects such differences but does not cause them. Individual student scores. Score reports show a numerical score for each area measured, as well as a range that extends from a few points below the score to a few points above. This range shows the extent to which a students score might differ with repeated testing, assuming that the students skill level remains constant.

Differences between students. When comparing scores between students for the same measure (critical reading, math, writing skills), you can determine true differences in scores by using the standard error of the difference (SED). Differences of fewer than 8 points (or 1.5 SED) are not signicant, while differences of 8 points or more are likely to reect true differences in scores.

Can PSAT/NMSQT scores be used to estimate SAT scores?

PSAT/NMSQT critical reading, math, and writing skills questions are designed to be the same as those on the SAT Reasoning Test. This is deliberate, as the PSAT/NMSQT questions are intended to be reliable practice for the same types of questions on the SAT. The PSAT/NMSQT scale of 20 to 80 is equivalent to the SAT scale of 200 to 800. Estimated SAT score ranges are included on student score reports. Two times out of three, students earn SAT scores within these ranges, but actual scores may be higher (or lower) than these estimates. (As SAT writing scores also include an essay, there will be more variability in the estimates of those scores.) Higher than estimated SAT scores may result from intervening activities, such as developing skills through rigorous academic courses; participating in problem-solving activities; extensive, quality outside reading and/or writing; following the advice in the Improve Your Skills section on Score Report Plus; or becoming more familiar with test directions, types of questions, and pacing. Juniors frequently take the SAT 6 or 7 months after taking the PSAT/NMSQT. Estimated SAT scores assume the SAT is taken within a year of the PSAT/NMSQT. Sophomores may not take the SAT for 18 months, providing a greater opportunity for intervening activities to inuence their SAT scores.

What is reported in the Improve Your Skills section of the score report?
The Improve Your Skills section of Score Report Plus gives students a personalized analysis of their areas of weakness as well as specic suggestions for how to improve. This information is derived from analyzing individual performance across test questions. Each test question contains a different combination of skills. Based on a students individual performance across the questions, the score report notes up to three skills each in critical reading and math and up to two writing skills in which the student needs to improve. Also referenced are test questions that contain the skills and that the student answered incorrectly. See the complete list of skills on pages 1112.

Are the reported skills the students weakest areas?

Not necessarily. Score Report Plus gives highest priority to those skills that appear most attainable. This approach gives students a better opportunity to improve, rather than overwhelming them with their shortcomings. For students who are weak in more than three critical reading skills, for example, the three in which they have the best chance to improve with extra work are reported. The educational importance of the skills, determined with the advice of panels of expert educators, also plays a role in the selection.

What PSAT/NMSQT reports do schools receive?

The following basic reports are provided to all schools: PSAT/NMSQT Score Report Plus for each student tested (one for the student and one for the school)

Score Labels, summarizing the basic score information (one set of labels) Roster of Student Scores and Plans, listing studentreported information and scores for each student, as well as important access codes for different online tools for educators School Summary Report (provided if at least 50 of a schools juniors or sophomores tested at the school), summarizing score statistics and studentreported information Summary Statistics Report with summary score data for each grade in which 25 or more students of the same sex tested The following reports are available online on www.collegeboard.com/reports. AP Potential, a Web-based tool that helps schools identify more students with the potential for success in Advanced Placement Program (AP) courses PSAT/NMSQT Summary Report: National, Regional, and State Data, providing score statistics and student-reported information for juniors and sophomores, including nal mean scores. Reports for 2005 will be available in the spring of 2006. Summary of Answers and Skills, aggregating student responses to each test question and providing information on skills that need improvement Several optional reports are available for a fee: Special Summary Report, summarizing score data for schools that test fewer than 50 juniors/50 sophomores, or for schools that have some juniors or sophomores who tested elsewhere System Summary Report, combining score data from all schools in a system Electronic Data Reports, including all studentprovided data as well as scores and skills (in disk format) To order, visit www.collegeboard.com/school.

How should schools use

PSAT/NMSQT score reports?

The PSAT/NMSQT is intended to help students evaluate skill levels in three critical academic areas; prepare for the SAT; compare their readiness for college-level work with that of their peers; and enter scholarship competitions. Score reports should be used for counseling students about educational plans. PSAT/NMSQT scores are not for use by colleges as part of their admission criteria. Scores should not be included on student transcripts that will be reproduced and sent to colleges unless the student (age 18 or older) or parent/guardian has granted permission. Inform students of their right to withhold these scores from admission or athletic ofces, even when requested.

Questions?
Visit www.collegeboard.com/counselors/psat for additional data relevant to the test. Or contact the PSAT/NMSQT program at: Mail: P.O. Box 6720, Princeton, NJ 08541-6720

Phone: 888 477-PSAT (7728) (for educators only) 609 771-7070 8 a.m. to 4 p.m. eastern time Fax: 609 530-0482

E-mail: PSAT@info.collegeboard.org

Plan Ahead for 2006 PSAT/NMSQT Dates

Wednesday, October 18, 2006 Saturday, October 21, 2006

PSAT/NMSQT Percentiles and Mean Scores

can be used to compare students performance with that of juniors and sophomores.

Points to Note
Percentiles indicate the percentage of students whose scores fall below each specied score. On the score report, percentiles for juniors compare their performance with that of other juniors who took the test. For sophomores or younger students, percentiles compare their performance with that of sophomores. Percentiles are based on the critical reading, math, and writing skills scores earned by a sample of college-bound juniors or sophomores who took the PSAT/NMSQT in 2005. The mean score is the statistic that describes the average performance of a group. The standard deviation is a measure of the variability of a set of scores around their mean. If the test scores cluster tightly around the mean score, as they do when the group tested is relatively homogeneous, the standard deviation is smaller than it would be for a more diverse group.

Reliability
shows how consistently students would earn similar scores in repeated testings.
Reliability Coefcient Critical Reading Math Writing Skills 0.87 0.89 0.85 Average SEM 3.9 3.7 4.0

Points to Note
Data are based on a sample of sophomores and juniors who took the PSAT/NMSQT in the previous year (2004 Wednesday and Saturday forms). A reliability coefcient helps to show expected uctuation in scores if a student takes a test more than once. The higher the reliability coefcient, the smaller the uctuation of scores across repeated testings. A reliability coefcient of 1.00 would indicate perfect reliability, or no expected uctuation.
PSAT/NMSQT scores should be interpreted as

ranges rather than points. The standard error of measurement (SEM) in the table above indicates that a student who took different forms of the test under identical conditions would be likely to earn scores within 4 points of one another.

Selection Index Percentiles and Mean Score

can be used to compare students performance with that of juniors.

Points to Note
Reported on a scale ranging from 60 to 240, the Selection Index is the sum of the critical reading, math, and writing skills scores. For example, a critical reading score of 56, a math score of 62, and a writing skills score of 59 would result in a Selection Index of 177 (56 + 62 + 59). Percentiles are based on the Selection Index earned by a sample of college-bound juniors who took the PSAT/NMSQT in 2005.

How NMSC Uses the Selection Index

National Merit Scholarship Corporation (NMSC) uses the Selection Index score as an initial screen of the 1.3 million test-takers who meet program entry requirements and to designate groups of students to receive recognition in the programs it conducts. Participation in NMSCs competitions for scholarships to be offered in 2007 is determined by students responses to the four program entry questions on the 2005 PSAT/NMSQT answer sheet. Both the PSAT/NMSQT Score Report Plus and the Roster of Student Scores and Plans show the students Selection Index, the students responses to the entry items, and whether the student meets participation requirements. Of the more than one million NMSC program entrants, about 55,000 will earn 2005 PSAT/NMSQT scores high enough to qualify them for recognition. These students will be notied of their standing through their high schools in September 2006. Students who qualify to continue in the competitions for scholarships to be offered in 2007 then must meet academic and other requirements specied by NMSC to be considered for awards. Detailed descriptions of NMSC programs are published in the Guide to the National Merit Scholarship Program and the National Achievement Scholarship Program Information Booklet, mailed to high school principals each fall. For students and parents, information about the competitions is given in the PSAT/NMSQT Ofcial Student Guide and at www.nationalmerit.org. Inquiries about any aspect of the National Merit Program or National Achievement Program including entry requirements, the selection process, and awards to be offeredshould be sent to National Merit Scholarship Corporation, 1560 Sherman Avenue, Suite 200, Evanston, IL 60201-4897; 5 telephone 847 866-5100.

2005 PSAT/NMSQT Answer Keys

show the correct answers for Form W and Form S of the 2005 test.

2005 PSAT/NMSQT Score Conversion Tables

show how points obtained on the test are converted to scores on the 2080 PSAT/NMSQT scale.

Points to Note
Points represent the total number of correct answers minus a quarter (1/4) of a point for each incorrect answer to a multiple-choice question. Nothing is deducted for incorrect answers to student-produced response questions or for omitted answers of any type. Points are totaled, then converted to scores on the 2080 PSAT/NMSQT scale. Converting points to scores adjusts for slight differences in difculty between various forms. A statistical process called equating adjusts for these small differences. This ensures that a score of, say, 65 on one form of the test reects a similar level of performance as does a 65 on another form of the test. There is no advantage or disadvantage in taking either the Wednesday or the Saturday test form.

2005 PSAT/NMSQT Answer Key/Score Conversion Table

shows the correct answers for the alternate form of the 2005 test and how points obtained on the test are converted to scores on the 2080 PSAT/NMSQT scale.

PSAT/NMSQT Score Change from Sophomore to Junior Year

shows how scores change for students who take the PSAT/NMSQT as sophomores and again as juniors.

Points to Note
The left-hand column of this table groups sophomores by critical reading, math, and writing skills score ranges on the PSAT/NMSQT. Columns to the right show the percentage of students who gained or lost points when they took the test the following year. The far right column shows the average junior-year PSAT/NMSQT score of each original group of sophomores who had taken the PSAT/NMSQT. On average, students taking the PSAT/NMSQT as sophomores and again as juniors have junior-year PSAT/NMSQT scores that are 3.3 points higher in critical reading, 4.4 points higher in math, and 4.1 points higher in writing. However, these are averages: some students earn scores in their junior year that are signicantly higher; others receive lower scores. Of students who took the PSAT/NMSQT as sophomores and again as juniors, 69% had junior-year PSAT/NMSQT critical reading scores that were higher, 6% of the scores stayed the same, and 25% were lower; 76% had junior-year PSAT/NMSQT math scores that were higher, 5% of the scores stayed the same, and 19% were lower; 71% had junior-year PSAT/NMSQT writing skills scores that were higher, 5% of the scores stayed the same, and 24% were lower. Several factors can inuence the amount that scores will change, such as a students academic course work and outside reading.

Table 1
Percentage of Junior-Year Students with a Score Gain or Loss after Taking the PSAT/NMSQT in Their Sophomore Year and Again in Their Junior Year.

CRITICAL READING
SophomoreYear PSAT/ NMSQT Scores 68-72 63-67 58-62 53-57 48-52 43-47 38-42 33-37 28-32 1 1 1 -8 to -10 4 3 2 2 2 2 2 3 4 -5 to -7 12 8 6 5 5 5 5 5 7 -2 to -4 16 17 16 12 10 11 10 8 7 -1 to +1 25 24 22 21 18 17 15 14 12 +2 to +4 16 21 24 24 22 20 20 20 15 +5 to +7 13 13 17 18 22 19 19 19 18 +8 to +10 9 8 7 11 13 14 14 14 16 +11 to +13 2 4 4 4 5 7 8 8 10 1 2 2 2 3 5 6 9 +14 & above Average of Junior-Year PSAT/NMSQT Scores 70 66 62 57 53 48 44 39 35

-14 & below 1

-11 to -13 1 1 1 1 1 1 1 2 1

MATH
SophomoreYear PSAT/ NMSQT Scores 68-72 63-67 58-62 53-57 48-52 43-47 38-42 33-37 28-32 1 1 1 1 1 -11 to -13 1 -8 to -10 2 1 1 1 1 1 2 1 2 -5 to -7 7 5 5 3 3 3 4 4 3 -2 to -4 17 10 10 9 8 8 7 8 6 -1 to +1 22 24 19 17 15 16 14 12 12 +2 to +4 18 24 25 23 22 20 21 16 16 +5 to +7 18 15 21 21 22 20 22 21 16 +8 to +10 9 10 11 15 16 17 14 17 17 +11 to +13 6 5 5 7 8 9 10 10 13 3 4 3 4 5 6 8 12 +14 & above Average of Junior-Year PSAT/NMSQT Scores 71 68 64 59 54 50 45 40 36

-14 & below

WRITING SKILLS
SophomoreYear PSAT/ NMSQT Scores 68-72 63-67 58-62 53-57 48-52 43-47 38-42 33-37 28-32 -11 to -13 2 2 1 1 1 1 -8 to -10 4 4 3 2 2 2 1 -5 to -7 9 7 7 6 5 5 6 2 -2 to -4 13 12 12 12 9 10 11 9 1 -1 to +1 13 19 14 15 15 15 16 19 7 +2 to +4 22 10 20 19 21 19 19 21 22 +5 to +7 17 18 16 14 16 19 18 19 24 +8 to +10 13 15 8 15 15 14 14 14 20 +11 to +13 6 8 11 7 8 8 8 9 13 5 8 8 9 7 6 7 14 +14 & above Average of Junior-Year PSAT/NMSQT Scores 71 68 64 59 54 49 44 41 39

-14 & below 1 1 1

Data are based on 518,906 students who took the PSAT/NMSQT as sophomores in October 2003 and as juniors in October 2004.

Score Change from PSAT/NMSQT to SAT

shows how scores change for students who take the PSAT/NMSQT in October and the SAT Reasoning Test the following spring.

Points to Note

Table 2
Percentage of Junior-Year Students with a Score Gain or Loss Between the PSAT/NMSQT in October and the SAT the Following Spring.

The PSAT/NMSQT reports scores on a scale from 20 to 80. Scores on the SAT are reported CRITICAL READING on a 200-to-800 scale. Junior-Year Average of The left-hand column of this -110 -80 -50 -20 -10 +20 +50 +80 +110 +140 PSAT/ Junior-Year table groups juniors by score to to to to to to to to to & -140 & NMSQT SAT Scores ranges on the PSAT/NMSQT. Scores below -130 -100 -70 -40 +10 +40 +70 +100 +130 above Columns to the right show 68-72 1 1 3 9 17 23 21 13 8 4 709 the percentage of students 63-67 1 2 7 15 23 23 16 9 3 1 668 who gained or lost points 58-62 1 2 6 14 22 23 18 9 4 2 620 when they took the SAT the 53-57 1 1 2 7 14 22 24 17 9 3 1 569 following spring. The far right 48-52 1 2 6 13 22 24 18 9 3 1 521 column shows the average SAT score for the group of juniors 43-47 1 2 5 12 21 24 19 11 4 2 476 in each score range. 38-42 1 1 2 4 10 18 23 21 13 5 2 433 On average, juniors taking 33-37 1 1 2 4 8 14 20 22 16 8 4 394 the PSAT/NMSQT in October 28-32 1 2 3 6 10 16 21 19 13 9 361 and the SAT the following MATH spring have SAT scores that are 25 points higher in critical Junior-Year Average of reading and 19 points higher -110 -80 -50 -20 -10 +20 +50 +80 +110 +140 PSAT/ Junior-Year in math (equivalent to 2.5 and to to to to to to to to to & -140 & NMSQT SAT Scores 1.9 points, respectively, on the Scores below -130 -100 -70 -40 +10 +40 +70 +100 +130 above PSAT/NMSQT scale). Data for 68-72 1 2 8 20 27 22 11 7 2 696 writing are not available. 63-67 1 1 2 7 16 26 25 15 6 2 1 658 Of PSAT/NMSQT test-takers 58-62 1 1 2 7 14 23 25 17 7 2 1 612 who took the SAT in the 53-57 1 3 7 14 21 23 17 10 3 1 567 spring, 65% had SAT critical 48-52 1 2 7 14 21 23 17 10 4 1 521 reading scores that were higher, 43-47 1 2 6 13 21 23 18 10 4 2 476 7% of the scores stayed the same, and 28% were lower; 38-42 1 1 2 5 12 20 23 18 10 5 2 427 61% had SAT math scores that 33-37 1 1 2 5 10 16 21 21 14 6 3 385 were higher, 7% of the scores 28-32 1 3 4 7 13 17 21 17 11 6 351 stayed the same, and 32% were lower than their corresponding WRITING PSAT/NMSQT scores. Junior-Year Average of Relatively low PSAT/NMSQT -110 -80 -50 -20 -10 +20 +50 +80 +110 +140 PSAT/ Junior-Year scores are followed by larger to to to to to to to to to & -140 & NMSQT SAT Scores average gains than are relatively Scores below -130 -100 -70 -40 +10 +40 +70 +100 +130 above high PSAT/NMSQT scores. 68-72 Several factors can inuence 63-67 the amount that scores will 58-62 change, such as a students The writing score-change table will be provided when there 53-57 academic course work and is sufcient historical context to substantiate the relationship 48-52 outside reading. with the new SAT writing score.
43-47 38-42 33-37 28-32

Data for the critical reading and math scores are based on 568,212 students who took the PSAT/NMSQT as juniors in October 2004 and the SAT as juniors in spring 2005.

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PSAT/ NMSQT

Score Report Plus Skills List

CR11 Understanding difcult vocabulary How to improve: Broaden your reading to include newspapers and magazines, as well as ction and nonction from before the 1900s. Include reading material that is a bit outside your comfort zone. Improve your knowledge of word roots to help determine the meaning of unfamiliar words. CR12 Understanding how negative words, sufxes, and prexes affect sentences How to improve: When reading, pay attention to the ways in which negative words (like not and never), prexes (like un and im), and sufxes (like less) affect the meaning of words and sentences. CR13 Understanding complex sentences How to improve: Ask your English teacher to recommend books that are a bit more challenging than those youre used to reading. Practice breaking down the sentences into their component parts to improve your comprehension. Learn how dependent clauses and verb phrases function in sentences. CR14 Recognizing connections between ideas in a sentence How to improve: Learn how connecting words (such as relative pronouns and conjunctions) establish the relationship between different parts of a sentence. CR15 Recognizing words that signal contrasting ideas in a sentence How to improve: Learn how certain words (such as although, but, however, and while) are used to signal a contrast between one part of a sentence and another. CR16 Recognizing a denition when it is presented in a sentence How to improve: Learn how such elements as appositives, subordination, and punctuation are used to dene words in a sentence. CR17 Understanding sentences that deal with abstract ideas How to improve: Broaden your reading to include newspaper editorials, political essays, and philosophical writings. CR18 Understanding and using a word in an unusual context How to improve: Work on using word denitions when choosing an answer. Try not to be confused by an unusual meaning of a term. CR19 Comprehending long sentences How to improve: Practice reducing long sentences into small, understandable parts. CR20 Choosing a correct answer based on the meaning of the entire sentence How to improve: Make sure your answer choice ts the logic of the sentence as a whole. Dont choose an answer just because it sounds good when inserted in the blank. CR21 Understanding sentences that deal with scientic ideas How to improve: Read magazine articles about scientic subjects to improve your comfort level in this area.

Critical Reading Skills

CR1 Understanding main ideas in a reading passage How to improve: Read the passage carefully and try to determine the authors overall message. Practice making distinctions between the main idea and supporting details. CR2 Understanding tone How to improve: When reading, consider how an authors choice of words helps dene his or her attitudes. Pay attention to the way in which tone conveys meaning in conversation and in the media. CR3 Comparing and contrasting ideas presented in two passages How to improve: Read editorials that take opposing views on an issue. Look for differences and similarities in tone, point of view, and main idea. CR4 Understanding the use of examples How to improve: Authors often include examples in their writing to communicate and support their ideas. Read different kinds of argumentative writing (editorials, criticism, personal essays) and pay attention to the way examples are used. State the point of the examples in your own words. Use examples in your own writing. CR5 Recognizing the purpose of various writing strategies How to improve: Writers use a variety of tools to achieve their effects. While you read, look for such things as specic examples, quotations, striking images, and emotionally loaded words. Think about the connotations of specic words and why the author might have decided to use them. CR6 Applying ideas presented in a reading passage How to improve: When you read, try to determine the authors ideas and assumptions and then think about how they might apply to new situations. CR7 Determining an authors purpose or perspective How to improve: Authors write for a variety of purposes, such as to inform, to explain, or to convince. When you read, try to determine why the author wrote what he or she wrote. CR8 Making connections between information in different parts of a passage How to improve: Work on guring out the relationship between the material presented in one part of a reading passage and material presented in another part. Ask yourself, for example, how facts presented in the beginning of a magazine article relate to the conclusion. CR9 Distinguishing conicting viewpoints How to improve: When reading, practice summarizing main ideas and noting sentences that mark transition points. Learn to understand methods of persuasion and argumentation. Expand your reading to include argumentative writing, such as political commentary, philosophy, and criticism. CR10 Being thorough How to improve: Dont just pick the rst answer choice you see that looks tempting. Be sure to evaluate all the choices before you select your answer, just as you would read an entire paragraph rather than assume its meaning based only on the rst sentence.

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Math Skills
M1 Using basic concepts and operations in arithmetic problem solving How to improve: Practice solving problems involving positive and negative integers, fractions, decimals, ratio, percent, exponents, square roots, place value, and digits. Also practice solving problems involving odd and even integers, prime numbers, multiples, divisibility, and remainders. M2 Understanding geometry and coordinate geometry How to improve: Review geometry units in your textbook involving perimeter, area, volume, circumference, angles, lines, and slope. Familiarize yourself with the formulas given at the beginning of math sections of the test. M3 Dealing with probability, basic statistics, charts, and graphs How to improve: Practice solving problems that involve basic probability, basic counting, and nding the average (arithmetic mean), median, and mode. Look for charts and graphs in newspapers and magazines, and practice interpreting the data in them. M4 Creating either gures or algebraic equations, inequalities, or expressions to help solve problems How to improve: Practice solving problems by drawing or visualizing gures to help you understand the problem. Practice developing equations, inequalities, or expressions from verbal descriptions, gures, or numerical data. M5 Using basic algebraic concepts and operations to solve problems How to improve: Review algebraic concepts and rules, such as those involving substitution, exponents, solving equations and inequalities, and combining algebraic expressions. M6 Making connections among mathematical topics How to improve: Practice problems that require combining skills acquired in different math courses, such as problems that use combinations of arithmetic, algebra, and geometry. M7 Organizing and managing information to solve multistep problems How to improve: Write down your steps in solving the problem. Monitor the steps as you go along, keeping in mind what the question is asking. M8 Using logical reasoning How to improve: Practice solving problems in which you must consider different possible cases. Make adjustments in your solution strategy when things arent going as well as they should. It may help to look at the problem from different perspectives. Solving problems that require you to justify your answers may help you develop this skill. M9 Recognizing patterns and equivalent forms How to improve: Try recognizing a pattern by considering a simpler case. Try rewriting or rearranging the given expressions in a different form. M10 Recognizing logical key words How to improve: Pay attention to key words, such as not, at least, at most, must be, could be, possible, and different. These words determine the meaning of the question and therefore must be understood to correctly solve the problem. M11 Using answer choices to help solve the problem How to improve: Looking at the answer choices may help you understand the problem. Sometimes the choices can help identify a strategy for solving the problem.

Writing Skills
W1 Being precise and clear How to improve: Learn to recognize sentence elements that are ambiguous and confusing. In your writing, choose words carefully and connect them for clear meaning. W2 Following conventions in writing How to improve: Review the chapters in a grammar book that cover grammatical conventions, such as word choice, use of noun and prepositional phrases, and sentence construction. Work with your teacher to become more familiar with the conventions of standard written English. W3 Recognizing logical connections within sentences and passages How to improve: Use the writing process to help you revise your draft essays. Work with classmates and teachers to clarify meaning in your writing. W4 Using verbs correctly How to improve: Make sure that you can identify the subject and verb of a sentence. Make sure you understand subject and verb agreement. W5 Recognizing improper pronoun use How to improve: Learn to understand the distinction between informal, spoken pronoun usage and standard written pronoun usage. Review the way you use pronouns in your own writing. Ask your teacher to help you identify and correct pronoun errors in your own writing. W6 Understanding the structure of sentences with unfamiliar vocabulary How to improve: Read material that contains unfamiliar vocabulary. Look for context clues to help you guess at the meaning of unfamiliar words as you read. W7 Understanding complicated sentence structures How to improve: Refer to a grammar book to identify various sentence patterns and their effective use. Vary the sentence patterns in your own writing. W8 Understanding the structure of long sentences How to improve: As you read, break long sentences into smaller units of meaning. W9 Understanding the structure of sentences with abstract ideas How to improve: Read newspapers, magazines, and books that deal with subjects such as politics, economics, history, or philosophy. W10 Understanding the structure of sentences that relate to science or math How to improve: Focus on how something is said as well as on what is said. Write about the things you are learning in math and science classes. Read articles in the science section of newspapers and magazines so that you will feel more comfortable with scientic or math content. W11 Understanding the structure of sentences that relate to the arts How to improve: Focus on how something is said as well as on what is said. Read articles in newspapers and magazines about the arts so that you will feel more comfortable with these subjects.

2005 The College Board. All rights reserved. College Board, AP, Advanced Placement Program, SAT, and the acorn logo are registered trademarks of the College Board. AP Potential and SAT Reasoning Test are trademarks owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. Permission is hereby granted to any nonprot school to reproduce this publication in whole or in part in limited quantities for distribution to students, parents, and staff, but not for sale, provided that the copyright notice appears on all reproduced materials. 00274-02079 Unlocked PDF 125

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