Monday, December 7, 2009

Successful Approach for CUNY ACT Reading

Most students have the ability to pass the CUNY ACT Reading Exam, but some students with the ability to pass may fail because of bad habits. If they apply a few pointers in their approach to this test, they can pass. I’ve been mentioning these pointers to my students throughout this semester, as I have in previous semesters.

First of all, what does not work is the habit of reading the passages hastily (quickly and carelessly) and reading only once.  Also, not taking the time to check your answers does not work. This mentality (common in students who fail the ACT Reading Exam) of quickly getting it over with does not work. This is evidently true to me and other teachers who’ve seen students fail with this ineffective approach.

If you have this ineffective tendency or habit, you must change it. If you rush to finish quickly, you will fail quickly, leading to prolonged misery (in being held stagnant in your college career not allowed to take many of your core classes until you pass the ACT reading exam. You would be spending unnecessary extra time and money.) For those who still refuse to change, it has been said that it is absurd to do something same way again and again, and expect a different result. Clinging to the same habit that led to your failure will put you back in the same place.

Here’s the approach of students who pass the CUNY ACT Reading exam. This approach involves working in a fashion that may be tedious, but it is better to “suffer” in the short-term than to fail the CUNY ACT Reading again, and suffer in the long term. The effective approach in passing the ACT Reading can be summed up in one sentence:

Have the discipline and endurance to read to obtain an in-depth understanding of the passage (not neglecting any details.) Be meticulous, not hasty.


Here’s how. The following is a specific list of what you should do to increase ACT Reading comprehension (which would result in a higher reading score):

1. Ask for scrap paper at the beginning of the test.
2. After reading each paragraph, sum it up in a phrase or sentence (on the provided scrap paper and label it with the paragraph number) before moving on to the next paragraph. (Do this for every paragraph.)
3. When you finish reading one passage, pause for a few seconds to state to yourself the main message (or main point) of the entire passage in one sentence, and write it down. Think also about the tone or attitude of the author. (For example, does he have an objective tone or an opinionated tone? Is he strongly for or against an issue covered by his writing?) Write it down (or at least do it in your head) before you move on to answer the questions for the passage.
4. When you answer the questions, use the process of elimination (POE).
5. The following are various types of questions commonly found in CUNY ACT Reading Exams:
  • Vocabulary questions. When you come across a vocabulary question, go back to the passage and re-read the passage from the beginning up to the place where the word is found in the passage. Do this even if you know the definition of the word (since the word in the context of the passage may be different from the definition of which you know.)
  • Main point questions. When you come across a question that requires you to know the main message, or main point of the passage, re-read the entire passage.
  • Questions about the author’s attitude or tone. Re-read the entire passage before you answer.
  • Questions about the attitude of a character in the story, or passage. When you come across a question about the attitude of a character in the passage, re-read the entire passage.
  • Questions about a specific point in the passage.  Often, you may still get this type of question wrong even if you find the location of that point in the passage, if you do not keep in mind the overall main point of the entire passage.
  • Whenever you are in doubt about a question, re-read the entire passage.
From my experience, students who started to apply these pointers drastically improved in answering the vocabulary questions correctly. Students who refused to do so continued to get these common types of questions wrong, and they continued to fail the ACT Reading.

By the time you are done with the entire exam, you should have read the passages at least three times (but probably more.) If so, you’ve greatly increased your chances of passing this exam.

If I am to simplify this lesson into one word, that word would be – RE-READ. Speed counts for nothing (in the CUNY ACT Reading), as this exam is not timed. Having the discipline to endure in the short-term to get in depth understanding will lead to passing the ACT Reading Exam.

When you do practice tests, apply everything I’ve mentioned here (so that they become habit.) If you are my student, all of these should just be a review.

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Copyright: © 2009. This document is the sole property of Amadeo Constanzo. You may use this article for free on your web site, blog, or other publication if and only if you include this entire copyright notice including the following links and statement. Other free teachings from Amadeo Constanzo can be found at life.SpirFit.com and SpirFit.org/Academics

Shu Chan 陳樹中 University of California UC Davis

Terence Chan LIU Long Island University

Another ACT Writing Prompt

The content of this entry has been removed because the ACT Writing exam has changed. It is now known as the CATW exam. For information and practice exercises for the new CATW implemented in the Fall 2010 semester, go to:

http://spirfit.org/CUNY/Downloads/CATWpractice1.pdf

http://cuny.SpirFit.com/2010/12/new-catw-exam-practice.html

http://cuny.SpirFit.com/2010/09/new-cuny-act-writing-exam-practice-1.html

Thursday, November 5, 2009

Passing CUNY ACT - NY Times Articles

CUNY ACT Writing prompts generally cover issues of education, community health, community business, and other community issues. The more you read about these issues, the more likely you are to write a good essay or letter about these issues, and the more likely you are to perform well on the CUNY ACT Writing Exam. (Being knowledgeable, or well-read, in these ACT issues is only one aspect of preparing for ACT writing. You of course also need to have proficiency in other areas such as clarity and persuasiveness of your supporting ideas.)

One very simple practice I recommend for my students who need to pass the ACT Writing Exam is reading one article a day about ACT issues.

You may be asking, "How do I know which article is about ACT related issues?"

To make life easier for you, I am including below a list of New York Times articles about ACT issues. By the time you are done reading all these articles, you should have a good idea of what type of articles cover ACT issues and should be able to identify ACT related articles on your own. Again, you should read AT LEAST one a day until you pass the ACT. That should be very do-able. It's like taking a multi-vitamin - one a day.

Public Transportation

http://www.nytimes.com/2009/05/06/nyregion/06mta.html?_r=1&ref=nyregion

Rent, Landlord, Tenant Issues

http://www.nytimes.com/2009/05/06/nyregion/06rent.html?ref=nyregion

http://cityroom.blogs.nytimes.com/2009/04/30/big-top-by-the-boardwalk/

Health Programs and Health

http://www.nytimes.com/1991/04/06/opinion/wic-works.html?scp=1&sq=w.i.c.&st=cse


http://www.nytimes.com/1984/05/27/nyregion/va-center-starts-counseling-service.html?scp=1&sq=counseling%20service&st=cse



http://www.nytimes.com/1988/02/07/weekinreview/ideas-trends-free-needles-for-addicts-experts-find-fault-in-new-city-aids-plan.html?scp=5&sq=drug%20treatment%20program&st=cse



http://www.nytimes.com/1994/05/18/nyregion/helping-parents-with-mental-illness.html?scp=7&sq=mental%20illness%20program&st=cse


Education and Related Issues
http://www.nytimes.com/2009/04/19/education/edlife/workstudy-t.html?_r=1&scp=1&sq=work%20study&st=cse

http://www.nytimes.com/2009/05/09/opinion/l09berkeley.html?scp=5&sq=work%20study&st=cse

http://www.nytimes.com/2009/03/11/your-money/student-loans/loanprimer.html?_r=1&fta=y


http://www.nytimes.com/1991/03/15/nyregion/budget-crisis-will-end-schools-mentor-program.html?scp=2&sq=mentoring%20program&st=cse


Work Programs
http://www.nytimes.com/1996/04/25/us/on-daughters-at-work-day-some-are-including-the-sons.html?scp=2&sq=take%20your%20daughter%20to%20work%20program&st=cse


http://www.nytimes.com/2008/03/16/jobs/16homefront.html?scp=1&sq=departing%20foster%20care&st=cse


http://www.nytimes.com/2002/02/11/opinion/new-york-s-displaced-workers.html?scp=1&sq=new%20york%27s%20displaced%20workers&st=cse

http://www.nydailynews.com/lifestyle/2009/04/16/2009-04-16_the_work_of_finding_employment_can_begin_with_nycs_free_programs.html

http://www.nytimes.com/1990/08/19/nyregion/for-women-returning-to-job-market.html?scp=2&sq=for%20women%20returning%20to%20job%20market&st=cse


http://www.nytimes.com/2003/04/13/nyregion/back-to-the-second-shift.html?scp=1&sq=Back%20to%20the%20Second%20Shift&st=cse

http://www.cbsnews.com/stories/2009/03/26/earlyshow/series/jobsquad/main4894501.shtml

Other Issues
http://www.nytimes.com/1992/01/05/nyregion/a-shelter-reaches-out-to-children-in-crisis.html?scp=1&sq=a%20shelter%20reaches%20out&st=cse

http://www.nytimes.com/2003/12/03/nyregion/dumbo-remaking-white-elephant-brooklyn-waterfront-landmark-long-abandoned-awaits.html?&scp=8&sq=economic%20development%20brooklyn&st=cse

http://query.nytimes.com/gst/fullpage.html?res=9C00EED8153EF934A25756C0A9609C8B63&sec=&spon=&scp=3&sq=economic%20development%20queens&st=cse


http://www.nytimes.com/2009/04/11/arts/11juil.html?scp=1&sq=youth%20program&st=cse


http://www.nytimes.com/1982/03/05/nyregion/youth-crime-puzzle-defies-a-solution.html?&&scp=1&sq=deter%20youth%20crime&st=cse

http://www.nytimes.com/1996/05/29/nyregion/inmates-act-to-deter-youngsters-from-crime.html?scp=3&sq=deter%20youth%20crime&st=cse


http://www.nytimes.com/1996/05/31/us/politics-juvenile-curfews-clinton-backs-plan-to-deter-youthful-violence.html?n=Top/Reference/Times%20Topics/Subjects/C/Crime%20and%20Criminals&scp=8&sq=deter%20youth%20crime&st=cse


http://cityroom.blogs.nytimes.com/2009/03/03/study-questions-whether-cameras-cut-crime/?scp=8&sq=deter%20youth%20crime&st=cse

http://www.nytimes.com/1988/11/13/opinion/how-to-deter-computer-sabotage.html?scp=9&sq=deter%20youth%20crime&st=cse

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Copyright: © 2009. This document is the sole property of Amadeo Constanzo. You may use this article for free on your web site, blog, or other publication if and only if you include this entire copyright notice including the following links and statement. Other free teachings from Amadeo Constanzo can be found at SpirFit.com and SpirFit.org

Shu Chan 陳樹中 Terence Chan LIU

Terence Chan LIU Long Island University

Wednesday, September 2, 2009

Academic Calendar

Looking at the academic calendar is one of the most important things to do at the beginning of every semester. This applies to all students, tutors, faculty, and staff members. Academic calendars can be found at:

Baruch College Academic Calendar
http://www.baruch.cuny.edu/registrar/due_dates.htm

BMCC Academic Calendar
http://www.bmcc.cuny.edu/calendar/academic_calendar.jsp

Hunter College Academic Calendar
http://registrar.hunter.cuny.edu/subpages/academic_calendar.shtml

Kingsborough Community College Academic Calendar
http://www.kingsborough.edu/sub-registration/office_of_registrar/academic_calendar.html


I know of a tutor who, when he was still new to the college, did not know about the academic calendar. On one Tuesday that was a Monday schedule (as indicated on the academic calendar), he did not show up for the labs and workshops he was supposed to be teaching that day, because he did not know about the academic calendar and therefore did not know about the schedule change for that specific date.

Keep an eye on the academic calendar throughout the semester. Enter the holidays and the days of schedule-change into your PDA or organizer.

Thursday, July 23, 2009

ACT Writing Samples




The content of this entry has been removed because the CUNY ACT Writing exam has changed (since Fall 2010.) It is now known as the CATW exam. For information and practice exercises for the new CATW (CUNY Assessment Test in Writing), go to:

http://spirfit.org/Academy/catw




Note: The CUNY ACT has been replaced by the CATW. This does not apply to the ACT Exams outside CUNY.


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Keywords:  CUNY ACT READING EXAM  Kingsborough  Hunter Baruch CCNY Queensborough Brooklyn College BMCC English  KCC  English r Eng r  English 04  Eng 04

Wednesday, June 24, 2009

Do You Really Think You Are A Good Writer?

I sometimes come across students in my remedial English labs who would say, “I am a good writer. I don’t know why they put me in a remedial class.” This reminds me of the show American Idol, especially the early episodes of the season when you see a lot of people who tell everyone, “I am a good singer. I am the next American Idol.” Many of them ended up rejected.

However, there are some in my remedial English labs who actually have writing abilities above the remedial level where they are placed, but I emphasize “some”. Whether your writing is as good as you think or not, your approach is the same - work to improve your writing.

Instead of wasting time and energy complaining and thinking counterproductive and negative thoughts, use the energy and time to improve your writing. Better writing skills (along with public speaking skills) are generally correlated with better pay and increased chances of advancement in the working world, as studies have shown. Even if you are right and they made a mistake placing you in a remedial class, use the time to improve your writing. I’ve had a student, Vlado, who began the semester sitting back in my class not willing to do any work, because he thought he didn’t belong in a remedial class. I told him exactly the same thing about using the time to improve his writing anyway. I also used the analogy of the greatest players in sports such as Michael Jordan, Steve Young, and Lance Armstrong. These “best of the best athletes” continued to work at becoming better and better, despite being way ahead of the rest of the field.

If you are as good a writer as you think you are, you have nothing to lose if you use the time in the remedial class to work to become even better. That way, you can show the professors and administrators that they did make a huge mistake. That’s exactly what Vlado did. In time, I realized that Vladeo was right. He was actually a good writer, but he really took to heart my advice and worked harder than everyone else who didn’t have his writing skills. Evaluators of his writing portfolio eventually made a rare exception for him that they allowed him to skip some hurdles that remedial students usually have to go through. This saved him both time and money.

If you are wrong however, and you are not as good a writer as you think you are, the approach should be the same. Use the time in the remedial class to improve your writing. Really work to improve you writing. Whether your writing is superior or sub-par, the approach should be the same.

Unfortunately, I have seen some cases where the student wasted their time in class or lab thinking they don’t belong there, and they end up having to retake the class. They end up frustrating themselves wasting more time and tuition money, since they have to pass the remedial classes and their writing proficiency exams before they can take other core classes.

The lesson here also applies to other parts of your life. If you are required to be somewhere, such as in a class or at practice (for athletes), use the time to actively improve yourself rather than passively sitting back. Whether you are as good as you think you are or not, the same approach applies.


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Copyright: © 2009. This document is the sole property of Amadeo Constanzo. You may use this article for free on your web site, blog, or other publication if and only if you include this entire copyright notice including the following links and statement. Other free teachings from Amadeo Constanzo can be found at SpirFit.com and SpirFit.org

Shu Chan 陳樹中 Terence Chan LIU

Terence Chan LIU Long Island University

Wednesday, May 6, 2009

Improving Your Writing

If you ask most English teachers and professors, they will tell you - the more you read habitually, the better a writer you will become. Your reading experiences and habits are more linked to how good a writer you are than your knowledge of grammar. I know this to be true from personal experience.

When I was in elementary school, I had many lessons in grammar. They were very focused on grammar at my school. However, I was not a good writer back then, despite normally getting A’s in my English (grammar) tests. Evidently, knowing your grammar is not all that it takes to become a good writer (as I've learned early on.)

Lets fast forward to my high school years. During those years, I didn’t really care that much for the books they assigned in school, although I did read them and performed well on the tests. However, I was still not a good writer - until I began reading a lot on my own. I did not read on my own for the sake of improving my writing or reading. I didn't even read the books English teachers recommended. However, I did begin the habit of reading on my own because I wanted to learn more about the things of which I was interested, such as nutrition, fitness, health, martial arts, and spirituality. After establishing a habit of reading books and magazines on these topics, I (as well as my teachers) noticed that my writing was drastically improving. I was no Shakespeare, but I became a writer with a lot of interesting things to say and a lot of knowledge to convey to my readers, because I was reading and learning so much. I also picked up on the different ways and different styles of professional writers in informing the readers while captivating their interests. At some point, I started writing my papers as if I was writing for readers of a magazine, instead of thinking of it as writing to obtain a desired grade from the teacher. This paradigm shift, or shift in thinking, played a huge role in improving my writing. (As with many areas of life, a paradigm shift or change of approach can make a huge difference.)

Whether you want to improve your writing to perform well on the CAT Writing test or get good grades on papers for various classes, you should get into the habit of reading things you want to learn. You should especially do this on summer breaks or Christmas breaks. Gradually, your interest will expand to other subjects and you will find yourself sitting at bookstores and libraries for hours at a time. Eventually, you will naturally become a good writer of your own style.

Tuesday, January 6, 2009

Academic Calendar

Looking at the academic calendar is one of the most important things to do at the beginning of every semester. This applies to all students, tutors, faculty, and staff members. The academic calendar of Kingsborough Community College can be found at:

http://www.kingsborough.edu/sub-registration/office_of_registrar/academic_calendar.html

I know of a tutor who, when he was still new to the college, did not know about the academic calendar. On one Tuesday that was a Monday schedule (as indicated on the academic calendar), he did not show up for the labs and workshops he was supposed to be teaching that day, because he did not know about the academic calendar and therefore did not know about the schedule change for that specific date.

Keep an eye on the academic calendar throughout the semester. Enter the holidays and the days of schedule-change into your PDA or organizer.


To subscribe to this blog for free on your reader, feel free to click “Subscribe to Posts” on the right.


Copyright: © 2009. This document is the sole property of Amadeo Constanzo. You may use this article for free on your web site, blog, or other publication if and only if you include this entire copyright notice including the following links and statement. Other free teachings from Amadeo Constanzo can be found at SpirFit.com and SpirFit.org

Shu Chan 陳樹中 Terence Chan LIU

Terence Chan LIU Long Island University