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- English
- Reading
- Literacy
- Test prep
- French Language WASSCE Preparation
Highly reliable and creative SAT/ACT Tutor with an exceptional customer service history and superior work ethic.
- English
- Reading
- Literacy
- Test prep
- French Language WASSCE Preparation
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About Clement
Highly reliable and creative SAT/ACT Tutor with an exceptional customer service history and superior work ethic. Strongly skilled in developing individually tailored student study plans to accommodate a wide variety of learning styles. Adept at explaining complex mathematical and language-related concepts in a number of clear and accessible ways to a variety of student and academic audiences.
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About the lesson
- Primary school
- Junior high school
- SHS 1
- +9
levels :
Primary school
Junior high school
SHS 1
SHS 2
SHS 3
BTS
University education
Adult Education
Master's degree
Doctor of philosophy
MBA
Pre school
- English
All languages in which the lesson is available :
English
The Problem-Oriented Approach
In the course of our study of the SAT, we will be applying what I call a problem-oriented approach. Simply, a problem-oriented approach is one where the problem is paramount. This is to be held in contrast to an approach which emphasizes as paramount concepts, etc. instead. As a result, what we will be doing is undertaking an extensive study of problem sets developed by reputable publishers, instead of studying concepts, like alliteration or the quadratic equation, which should have already been a topic of discussion in your regular classes in school. The manner by which we will accomplish this study is through an investigation of the answers provided by the test-writers of the problem sets themselves, and also through a critical discussion of them in class where necessary.
You may have noticed that not only is the reading-writing examination an English examination, but that it is also multiple-choice. Inasmuch as we understand English to be subjective as an academic discipline with regards to the questions for which it seeks answers, a multiple-choice examination, which presumes objectivity and universality, appears to be a glaring inconsistency. However, upon closer examination of the directions which we are given at the outset of the examination, which is to select the best answer (as far as the test-writer is concerned it turns out), a multiple-choice English examination such as this is in fact internally consistent. Therefore, we must not forget that the SAT is a skills-based test, in particular a test which tests your ability to simulate the test-writers thought processes, and not really anything else, including the English language generally.
Let’s consider the foregoing statements to greater detail. The first statement I want to consider is the statement which states that English is a subjective academic discipline. You may not have noticed this, but there are no universally correct answers for the questions we find in our study of the English language. Questions like, “Why did Romeo love Juliet?” cannot really be answered in a way that is agreeable to everyone, or adheres to some type of universal rule. This is to be held in contrast with the questions we find in mathematics, which are objective by their very nature as they are mathematical. For example, the statement “2+2=4” is true for everyone, and also adheres to the universal mathematical rules of addition. That is to say, “4” is objectively true as the answer for the mathematical question, “2+2=?”.
The second statement I want to consider is the statement which states that a multiple-choice examination presumes objectivity and universality. This is not to say that the questions contained in the multiple-choice examination themselves have answers which are objective. Rather, it is to say that the answers which correspond to said questions are correct universally, and thereby objectively, insofar as the test-taker and the test-writer are concerned. In this regard, it can be said that there is an implicit agreement between the test-taker and the test-writer that the answers to the multiple-choice questions have been correctly selected by the test-writer, and it is the test-taker’s affirmative obligation to select that answer in order to score points.
The third statement I want to consider is the statement that our directions are to select the best answer of the options given, and that this best answer is actually that one selected by the test-writer as the best answer for that particular problem, and not something like an answer that is correct from a universal or objective standpoint. The directions to the reading-writing section are as follows:
The questions in this section address a number of important reading and writing skills. Each question includes one or more passages, which may include a table or graph. Read each passage and question carefully, and then choose the best answer to the question based on the passage(s). All questions in this section are multiple-choice with four answer choices. Each question has a single best answer.
The directions merely require us to select the best answer of the four choices given. But, this is the best answer according to whom? Remember that as we had discussed earlier, the questions English asks are questions which are subjective and not mathematical. Therefore, an English problem which requires an answer that is universally true, as is the case here in our multiple-choice English examination, (for example the answer to the first question in some reading-writing test may be the second option or choice, and that would be the case for everyone taking the said test) is a problem where the so-called correct answer must have been selected to be the best answer by some person or other for the reason that the answers to English questions are not objective or evaluated using objective rules. The best answer to these multiple-choice English questions can therefore be said to be arbitrary, but the internal consistency of the test is nonetheless preserved to the extent that we understand the test to be one which merely determines our ability to select these best answers selected by the test-writers for the said problems and score points accordingly.
The fourth statement I want to consider is the statement that the reading-writing test is a skills-based test that tests nothing more than your ability to simulate the test-writers’ thought processes, and not primarily your proficiency with the English language more generally. The problem-oriented approach recognizes that simulating the test-writers’ thought processes, or learning how to do so, is the best way to prepare to answer questions on the reading-writing exam correctly. Again, this is the case because, as has just been demonstrated, the multiple-choice English examination remains to be internally consistent if we understand that the universally correct answers for the problems given are the so-called best answers determined by the test-writers to be as such.
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