College Prep

College Admissions Strategies

jonathan peters March 10, 2010

Getting into college is a nerve-wracking task. Even after you fill out a lengthy application, have the admissions interview, and wait patiently until April, there still exists the possibility of not getting in. Not to mention that you have to continue to go to school and do well enough that college admissions officers do not raise an eyebrow when they receive your second-semester transcript. There are certain strategies, though, to make life easier for you, and hopefully to make you more likely to get into your college of choice.

Spread out the colleges. College counselors will tell you to pick three types of schools, safeties, reaches, and the in-between. Safeties are schools that are not overly competitive and that you have a good chance of getting into with your grades and standardized tests. Reaches are schools that are competitive and that may accept students with higher scores and grade points. The in-between is everything else; the schools you feel comfortable applying to, but would not be let down if you were rejected. Applying to a good mix of each is a pretty safe strategy. With the online Common Application, it is much easier to send out your documents to many schools—all through the click of a button and the payment of a small fee. Take advantage of the digital age and spread out your college choices. Trust me, you will feel much better in April.

Early decision. Schools provide this option, which allows you to apply early (October) and hear back before the end of the year. Most times, you can only apply early decision to one school, so pick wisely. You will have to commit to the school if accepted. Because schools know that you will matriculate if chosen, the acceptance rate for this round is significantly higher—sometimes by twenty percent or more. If you care about a school (perhaps your reach), this is a way to show your devotion. During the past couple of years, colleges have been scaling back on this option, so it is a good idea to get your application in before colleges entirely forego this route.

Early Action. This option is like early decision, except in most cases, the admissions result is non-binding. You can find out earlier, but you do not have to attend if chosen. Further, many schools are very clear that you can only apply early action to their school, like Yale. Other schools, such as Georgetown University, are not as strict.

Rolling Admissions. Many schools offer the option to apply as early as August or September and hear back in a few months instead of next year. This is a wise idea for those early-birds who know exactly where they want to go. If you apply early enough, your application will be that much more competitive. I applied to the University of Michigan in September of my senior year and heard back (positively) in October. I knew that if I handed in my application at the end of the cycle, I would be up against more applications and more competition, so getting the app in early was important to me.

The Waitlist. If you happen to hear back from your college of choice and they have put you on the waitlist, please do not fret. This is not the same as a rejection. You can still attend this college. Of course, the reality is they could have several hundred on the waitlist, all of whom are eventually accepted, or two and they accept one. You may never know. It is best to believe that the school is literally waiting for you. Show them you care: write a letter saying you are still interested, call the school periodically and ask about the status of your application, knit a sweater with the college’s logo on it. Basically, do anything to show that you are still interested short of disguising yourself as a student and attending classes. The admissions office is much more likely to accept someone excited about their college. Remember, the waitlist means you are accepted, the college just has to find the space. Sometimes, all it takes is waiting the school out. If an accepted student drops out in August, you still have a chance. Make sure they know that you are still interested, even after April.

Grockit Live Online Courses Are Here

brian buser March 9, 2010

We’re excited to a SAT writing lesson 1 nnounce that Grockit now offers personalized courses to students preparing for the SAT, ACT, GRE, and GMAT. Grockit courses offer a set schedule of live lessons with the best instructors in the country. Students pick the instructor and schedule that works best for them. Students and instructors are connected online and also through audio conferencing.

Each course lesson is a combination of slide based lecture and group practice questions. The curriculum adapts to each students’ strengths and weaknesses as they progress through the course material. Students also get 24/7 access to Grockit Group Study where they can work with or compete against students all over the world who preparing for the same exam. We’re so confident about the effectiveness of our courses that we’re offering a money back guarantee on score improvement.

Please select an exam to see how that Grockit courses compare to others in the industry:

SAT
ACT
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GMAT

We look forward to your feedback!

Gerunds

amanda chen March 8, 2010

A common writing mistake is thinking that gerunds are verbs. GERUNDS ARE NOT VERBS. Gerunds typically involve using a verb (in the -ing form) as a noun. Just because it looks like a verb + “ing”, does not mean it is a verb. Often times, SAT questions try to take advantage of this misconception by giving you sentences with gerunds but no verb. For example, Listening to his ipod, John skiing down the slope.

As a noun, gerunds can either be the subject or the direct object of a sentence. Let’s use the verb “to read” as an example. The gerund of “to read” is “reading” and it can be used as a subject in a sentence like
Reading Shakespeare is compulsory for every high school in America.
Or it can be used as a direct object in a sentence like
I enjoy reading Shakespeare in my English class. (Here, the verb is “enjoy” and the object is “reading”)

Now that you know how to use gerunds, you need to bear in mind three main types of mistakes involving gerunds.

Mistake 1
The first is the one mentioned in the first paragraph – the presence of a gerund but a lack of a verb. Using the previous sentence as an example, Listening to his ipod, John studying for the SAT should be Listening to his ipod, John skiis down the slope.

This mistake is a little harder to spot when there is a modifying clause that has a verb in it. For example, Sarah walking down the street, her head bent in thought. Just because there is a verb “bent” in the sentence does not make the sentence grammatical. The main clause in the sentence is “Sarah walking down the street” and this lacks a verb. The second part, “her head bent in thought” describes Sarah and is a modifier. For the sentence to be grammatical, it would have to be Sarah walked down the street, her head bent in thought.

Here are some faulty sentences. What’s wrong with them?
Many of the best kids’ movies, including both “The Labyrinth” and “The Dark Crystal,” originating in the mind of Jim Henson.
If you ignore the clause that is between the commas (“including both… Dark Crystal”), you will realize the the main sentence is “Many of the best kids’ movies originating in the mind of Jim Henson”. The problem is, this sentence needs a verb, so “originating” has to be changed to “originated”.

Shakespeare writing some of the best tragedies, such as Romeo and Juliet, which is read by just about every high school student.
As before, it is always a good habit to strip away the modifiers and identify the main part of the sentence. Romeo and Juliet is an example and “which is read by just about every high school student” is a modifier referring to Romeo and Juliet. So the main sentence here is “Shakespeare writing some of the best tragedies”. Again, this is lacking a verb so “writing” should be changed to “wrote”.

Mistake 2
The second type of mistake is a lot harder to spot unless you have a good command of English. There are some verbs that must always be followed by gerunds.

For example, admit, consider, stop, deny, appreciate are all followed by gerunds.
He admitted to having a cigarette or two during my lunch break.
Seeing as he was so lonely, I considered setting him up with a friend.
Sally stopped singing in the shower when she realized her roommates could hear her.
She denied breaking the exquisite vase on the table.
I appreciate hearing a good voice sing the national anthem.

Certain verbs are frequently used with a preposition that must also be followed by a gerund.
For example,
He complains ABOUT having to work long hours.
He insisted ON paying for the meal.
I object TO using violence to solve problems.
She looks forward TO seeing her boyfriend at Christmas.
The politician has a habit OF rewording your speeches at the last minute.

In general, it is fairly safe to assume that prepositions should be followed by gerunds.

Mistake 3
This is the “being” mistake. Being is not a verb. Try saying “I being, you being, he being, she being”. It sounds wrong doesn’t it? Being can be correctly used in the passive voice, but more often than not, being is used to create overly wordy sentences that are not the answer.

Take a look at this sentence.
Tom was punished by his teacher, not for his tardiness, but for his being extremely disrespectful towards her.

In addition to the original phrase, it is common to see a choice like “the reason being for his extreme disrespect towards her”. The presence of “being” should sound an alarm in your head immediately. Read through it quickly, and if it sounds awkward and clumsy, eliminate those choices. Go for the simplest choice such as “but for his extreme disrespect towards her”.

Check out Grockit for more SAT verbal practice with Amanda!

The SAT & the ACT: Frequently Asked Questions

vivian kerr March 1, 2010

What is the difference between the two tests?

The main difference between the two tests is the format. The SAT consists of 10 sections testing three different categories: Writing, Reading, and Math. The first section is always an essay which is part of the cumulative Writing score.

The ACT consists of 5 separate tests of varying lengths testing five different categories: English, Math, Science, Reading and Writing. The Writing section of the ACT will always be last and is optional (though highly recommended).

For both tests, each question correctly answered is worth one raw point. Unlike the SAT, there is no penalty on the ACT for marking incorrect answers on multiple-choice questions.

What do my scores mean?

On the SAT, each of the three sections has a maximum score of 800. The highest possible SAT score is a 2400. Many students aim to break the 500 mark in each section to become a competitive applicant. The most competitive scores range from 650-800.

On the ACT, you will receive a separate ACT score (from 1 to 36) for each of the five tests and a Composite ACT score, which is an average of the first four 4 tests. The composite score is also between 1 and 36. Students aim to break a score of 17 to be competitive. A score of 26 puts a student in the 90% percentile.

You will also receive subscores in English, Math, and Reading that range between 1 and 18. These scores provide you with more detail about your performance, but they are not actually used by schools. If you take the Writing Test, you will also receive a Writing Test subscore and a Combined English/Writing score.

Which test should I take?

Generall, the SAT is the preferred test for schools on the East and West coasts, while the ACT remains popular with schools in the Midwest and in the South. However, many schools accept both. To determine whether you should take the SAT, the ACT, or both, you should see what the schools to which you are applying prefer.

Many students score better on one test over the other but take both tests, determining which score to submit afterwards. The ACT Math is typically harder than the SAT Math and includes some trigonometry, while many students find the ACT English section easier than the SAT Writing questions.

You’ll want to practice both tests to get a feel for how the content is different and then choose the test that will show off your strengths. Remember also that there is no wrong answer penalty on the ACT! Even if Math and Science aren’t your strengths, you may be able to get points simply by using elimination strategies and guessing!

How do I study?

Luckily, both the ACT and the SAT test similar math, grammar, and critical reading areas, so it is entirely possible to study for both at the same time.

Working backwards from your test date, it is important to plan to study at least 30-45 minutes a day. Make flashcards for commonly tested Idioms and Vocabulary words. Memorize Math formulas that are unfamiliar to you. Keep a Strategy Sheet where you write down strategies that you run across in your reading. Practice a few different ones until you find what works best for you.

You will also want to take at least 3 full-length practice tests before the actual test. You can find these in many SAT and ACT study guides at your library or online. Most test-prep companies will schedule practice tests once a week in the final month before your test-date. Even if you are studying alone, it’s important to do this to build up your pacing ability and stamina. Don’t expect to finish your first practice test!

How do I handle stress?

The great thing about both the ACT and the SAT is that they are divided into different subject areas. Colleges will not only see your combined total score, but also how you scored in each individual subject area. For example, if you are applying as an English major and your Math scores are not as high as your Reading and Writing scores, the admissions department will certainly take that under consideration. Everyone has their strengths and weaknesses, so don’t expect yourself to score perfectly or evenly in all sections. Remember these schools want humans, not robots, and they don’t expect perfection!

To learn more about these tests or to register, check out www.act.org or www.sat.org!

ID sentence errors – adjective/adverb confusion

james kim February 26, 2010

In this segment, we will take a look at adjective/adverb confusion in the SAT writing section for the “ID sentence errors” section.

In general, an adjective is any word that is used to modify a noun or pronoun. An adverb modifies a verb, adjective or another adverb.

For example:

Adjective – The woman’s amazing voice resounded in the room.
Adverb – The woman’s voice resounded amazingly.

In the first case, the adjective “amazing” is modifying the noun “voice.” And in the second case, the adverb “amazingly” is modifying the verb “resounded.” It’s a subtle difference, but one that is tested on the SAT.

Now in everyday speech, you’re hard pressed to find someone who speaks grammatically 100% of the time. Because of this, we hear a lot of adjectives where adverbs should go. But unfortunately, the SAT doesn’t care about what happens in real life, so it’s something you’re going to have to try and spot.

Luckily, it is very simple to check. When coming across an “ID sentence errors” question, check every underlined choice to see if any of them contain an adjective. If so, then it’s matter of checking the context of the adjective.

Example: The bold spoken words could not sway the jury’s decision.

In this case, the adjective “bold” should be changed to the adverb “boldly” because it is modifying “spoken” which is an adjective. In the context of the sentence, the “words” themselves aren’t bold, but the way that they are spoken is bold.

By spotting adjectives in the ID sentence error choices, it is easy to tell if they are incorrect or not. Just remember the definitions of adjective and adverb. If the underlined adjective is modifying a noun or pronoun, then it is fine. If it is modifying an adjective, adverb or verb, then you should change it to an adverb.

Another defining factor of the adverb is that adverbs will answer the questions “how,” “when,” “where,” and “how much.” But again, make sure to keep the main tenant in mind. Adjectives – nouns/pronouns, Adverbs – verbs/adjectives/adverbs.

With these hints in mind, it’ll be easier to find the adjective/adverb questions in the ID sentence errors. Granted, not every question will deal with this subject, but if it does, it only takes a few seconds to spot whether or not an answer choice is an adjective. And, like I said before, if there is an adjective in an answer choice, then you can spot to see if it is used correctly by remembering the definitions of adjectives versus adverbs.

Play an SAT game on Grockit for more ID sentence errors practice.

Elementary Algebra Pt. 1

nicky carney February 24, 2010

Algebra is a branch of mathematics that describes equations and arithmetic “symbolically.” Whereas in normal arithmetic an expression like “2+2” has a definite answer, in algebra unidentified numbers can be symbolically represented by variables; “a,b,c,x,y, or z”. A simple addition in algebra could look like this “a+b=c”. With these concepts, we can look at an algebraic equation.

“x+6 = 16”

When we are presented with an algebraic equation like this, we can actually “solve the equation” which just means we can find the numeric value of the ‘x‘ variable in the equation. The numeric value of x that satisfies the equation, keeps the equation true, is called the solution to the equation.

So how do we start solving any equation? Well, there are a number of operations we can do on any equation and these operations are our main tools in Algebra. In Algebra, the number one concept to understand is that on equality. Any equation, or equality, can be modified by doing the same arithmetical operation to BOTH SIDES of the equation. For example, let’s take another look at the equation “x+6 = 16”. Let’s subtract a constant from both sides of the equation, in this case 6.

(x+6) – 6 = (16) – 6 On the left side of the equation, 6-6 = 0, so those two terms cancel out leaving only x. And on the right side of the equation, 16-6 = 10, so 10 remains on the right side. So after we have subtracted 6 from both sides, we are left with this equation: x = 10. Notice the form of this final equation. What is left is actually the solution to the equation! If we now know that x is equal to 6, then if we substitute 6 for x in the original equation, we’ll find that the equality is still true.

X + 6 = 16 : (10) + 6 = 16 Notice that 10 + 6 does equal 16, so we know that x = 10 is a correct solution to the equation. This was a very simple example of solving an algebraic equation. Once again, the most important concept to understand about solving algebraic equations is how to do operations on BOTH sides of the equation. The main method of solving a simple equation like this is called “isolating the variable” where on one side of the equation is only the variable term and on the other side is everything else. With this, we have the basics of elementary algebra.

Let’s try a harder problem and go through all the concepts so far:

3x + 24 = 8 + 5x : notice that there are 4 terms in the equation; 3x and 24 in the left expression, 8 and 5x in the right expression. So if we want to solve the equation, we need to isolate the variable, ‘x‘. In order to do that, we have to do arithmetical operations to each side of the equation. Since there a term with x on both sides of equation, we can do an operation to manipulate the equation so that x is only on one side of the equation. Since 3x is less than 5x, we can subtract 3x from both sides of the equation thereby leaving the equation with x on only one side of the equation.

(3x + 24) – 3x = (8 + 5x) – 3x :

3x – 3x + 24 = 8 + 5x – 3x :

24 = 8 + 2x
So now that we have only one x term on one side of the equation, we can take the next step in isolating x by subtracting 8 from both sides of the equation.

(24) – 8 = (8 + 2x) – 8 :

16 = 2x
One more step and we can completely isolate x thereby finding the solution for the equation. Let’s divide both sides of the equation by 2.

(16)/2 = (2x)/2 :

8 = x
Now we have solved the equation for x. If we go back to the original equation and substitute 8 for x, we will hopefully find that the equality still holds true.

3*(8) + 24 = 8 + 5*(8) :

24 + 24 = 8 + 40 :

48 = 48

This just about wraps up the basics of elementary algebra. In the next part I will go more in depth and develop the basic concepts discussed in this first part. For now, there are a few definitions to understand that are important for every stage of algebra from here on out.

Definitions:

term – Any number or variable, coefficient or not, in an equation or expression. Example (terms are in bold):

3x + 4 = y/2 + 10

variable – A symbol used to represent either a single number or a set of possible numbers. Example: “a,b,c,x,y,z”

expression – A set of numbers, variables, and various arithmetical operations connecting each term. Example “4x²+ 2x + 9”

equation – An equation says that two “things”, either terms or expressions, are equal to each other.

Example: “7 – c = 1 + 2c”

Check out Grockit and reserve your session with Nicky for more ACT practice!

Excessive Wordiness

jordan schonig February 22, 2010

Notice anything wrong with the title of this article? No, there are no spelling or grammar errors. Technically, nothing is “wrong” with the title, but it could be improved: remove the word “excessive,” and the title will no longer be wordy. I know what you’re thinking. How can a single adjective–and a seemingly appropriate one at that–add wordiness? Simple. The word “excessive” is unnecessary and redundant. Since “wordiness,” by its very definition, denotes an excess of words, the phrase “excessive wordiness” means “an excess of an excess of words,” which is pretty ridiculous. This is the way you should be thinking to catch wordiness on the SAT.

Nearly every Improving Sentences question will contain an answer choice guilty of wordiness. It is your job to pick the most concise and clear answer choice that retains all necessary information. This point cannot be emphasized enough. Somehow, many students believe that, when it comes to writing, more is better. This fallacy may have been inadvertently encouraged by minimum word counts for school essays. If you happen to believe in this fallacy, I’m here to disabuse and enlighten you.

Wordiness comes in the form of unnecessary words (words that can be deleted to aid the clarity of the sentence), redundancies (words that simply repeat what has already been stated), and clunky phrases that could be easily reduced to single words.

Let’s check out a few examples of wordy sentences from Grockit.

Translations of French poetry into English demand significant rewordings of the poems because each language is so different from the other in possessing a different rhythm.

Now, if you read the underlined portion of this sentence and don’t cringe with disgust, we have some work to do. Don’t worry, though. Sensitivity to wordiness can be learned. You’ll have the keen eye of a snooty NY Times editor in no time. In this example, read the underlined portion, and try to summarize the meaning of the portion in your mind. If it seems a little difficult to make sense of the portion, or if you can summarize it in much fewer words, chances are there is a wordiness error. With the phrase “Because each language is so different from the other in possessing a different rhythm,” it sounds like the author is trying to say “because the languages possess different rhythms.” I just improved the clarity of the sentence by deleting eight words. Indeed, that is the correct answer:

Translations of French poetry into English demand significant rewordings of the poems because the languages possess different rhythms.

Here’s a less flagrant example of wordiness:

Since the border controls were lax at several points, the result was that the smugglers were successfully able to move the contraband into the neighboring country.

This example demonstrates a much simpler kind of wordiness: unnecessary phrases. The phrase “the result was that” is superfluous. The construction of the sentence, beginning with “Since” and ending with an independent clause, already tells us that the second clause will reveal the “result” of the sentence. All you have to do to fix this sentence is remove the superfluous phrase:

Since the border controls were lax at several points, the smugglers were successfully able to move the contraband into the neighboring country

Here’s an example similar to the previous one:

Interest in everyone he encounters, in their lives and feelings, has led to Joe’s encounters with not only many interesting strangers but also a few which are very dull to him.

Since we know that the descriptions of the strangers are influenced by Joe’s opinions of them, there is no reason to say that some strangers are dull “to him.” Just simplify by saying this:

Interest in everyone he encounters, in their lives and feelings, has led to Joe’s encounters with not only many interesting strangers but also a few dull ones.

You might notice that nearly all the correct answers here are shorter than the errors. This trend has led many to believe that the shortest answer in Improving Paragraphs is always the best. If this sounds too good to be true, that’s because it is. While correct answers tend to be shorter than the errors, there are notable exceptions. Here’s the real deal: if you are between answers that are grammatically correct (that means you know the rules) and retain all necessary information, go for the shorter one. If you can express a thought in fewer words, go for it.

College Spotlight: The University of Vermont

jonathan peters February 17, 2010

The University of Vermont is located in the bucolic small town of Burlington, Vermont, a stone’s throw away from Lake Champlain. This university with a small school feel defies expectations; it is both approachably small and features enough academic offerings to interest any college student’s most wide-ranging interests. The college has about 10,371 undergraduates and a student-faculty ratio of 17 to 1. Class sizes range from smaller seminars to large lectures; there is about an even mix between the two. The average class size is about 23.

UVM is composed of ten colleges, including the College of Arts and Sciences, where most students enroll. There are about one hundred majors to choose from at UVM and more than 1,882 classes offered. These include a forestry seminar where students become up to date on current themes in the study of forests, and a classics course on “Greek Feminism.” The Honors College attracts the best and brightest from around the country to study in Burlington. UVM is also known for its outstanding environmental program; it has been ranked one of the “greenest colleges” in Forbes. The Rubenstein School of Natural Resources stands out as a center of research and advocacy for the environment.

As for campus life, the school is known for its focus on the environment as much in the classroom as outside. The Outing Club is very popular. A recent (and successful) drive to use all recycled paper for the copiers was spearheaded by students. There is a somewhat active Greek life, including eleven fraternities and seven sororities. The Vermont Cynic, perhaps the greatest-named student newspaper in the country, publishes on-campus every week.

Let’s talk about admissions. The average SAT score for freshman students is 540-640 for reading, 550-640 for math and 540-640 for writing; the average ACT is 24-28 although most applicants take the SAT. As for GPA, the school does not keep track but writes on their admissions website that an incoming student’s average high school grades fall between a B+ and an A-. The cost of the school is reasonable, including room and board it is about $22,550 for Vermont residents and $40,406 for non-residents. Admiringly, UVM gives at least two-thirds of its students merit scholarships; more than half receive financial aid.

If you love academics, the environment, the outdoors, and New England, then look no further than the University of Vermont. With so much to offer, it is no wonder that high school students from around the country are flocking to the school. It is truly a hidden value college, one whose academic profile has only increased in the past few years; it is truly worth a second look.

Inequalities on the SAT

vivian kerr February 16, 2010

The basic symbols for inequalities are:

< less than

Example: x < 7 means all numbers less than 7.

> greater than

Example: x > 4 means that x can be all numbers greater than 4.

≤ less than or equal to

Example: x ≤ ½ means that x can be ½ or any number less than ½

≥ greater than or equal to

Example: x ≥ 0 means that x can equal 0 or be any number greater than 0

It can be helpful to think of the symbol like a Pac-man mouth. Just like in the arcade game, you always want the most points so you need to eat the biggest numbers. I had one teacher who called it an “alligator” and used to draw funny teeth inside! However you choose to think about it, it’s important to remember that the “mouth” of the inequality symbol will always open towards the bigger number.

What makes inequalities different from equations is that inequalities represent a range of possible solutions. There will be multiple correct answers for x. The inequality you are left with when you simplify is simply an expression for the total range of x.

When you solve an inequality, you solve exactly the same way you do as an equation.

For example:

2x – 4 > 12
+ 4 + 4
2x > 16
/2 /2
x > 8

If this was an equation, our answer would have been x = 8. Here, x cannot equal 8 because there is no “equals to” symbol below the “mouth.” For this inequality, x can equal any value greater than 8, but not 8 itself.

If we were to graph this on a number line, we would draw an open circle at the number 8 and an arrow extending to the right. It must be an open circle to indicate that 8 itself is not a possible value. The arrow extends to the right because that is where the numbers greater than 8 are located. If the answer was x ≥ 8, we would draw a closed circle (a circle bubbled in like on the SAT answer grid).

There is one important rule to remember when solving inequalities:

If you multiply or divide by a negative number, flip the direction of the inequality.

For example:

- 4x + 8 ≤ 32
- 8 -8
- 4x ≤ 24
/-4 /-4
x ≥ -6

When we divided the -4 by both sides of the inequality, we had to flip the sign. On a number line, we would draw a closed circle at -6 and an arrow extending to the right. Keep this rule in your head and make sure to graph your answers on a number line when you practice inequalities!

College Spotlight: The University of Virginia

jonathan peters February 11, 2010

The University of Virginia is a standout public research university with a small college feel. Nestled in the Blue Ridge mountains, and surrounded by suburbs and farmland, UVa is located in the small town of Charlottesville (population 45,049), known to locals as the ’Ville. Some 13,617 students call the school home. Since its founding by third president Thomas Jefferson in 1819, the University of Virginia has been known for its diversity of academic offerings and the strength of its program. Truly a Renaissance Man, Jefferson believed that students should major in their interests and this holds true today; some ten different schools offer forty eight different degrees for undergrads.

Academics takes center-stage at Virginia. The student-faculty ratio is a respectable 15 to 1. The most popular major is economics; UVa is also known for its political science and history departments. Academically motivated Echols Scholars are given special treatment, including a dorm. The Distinguished Majors program is open to any student who wants to complete a thesis during his or her final year. The Honor System defines academic life at the school; according to the code a student will not do three things: lie, cheat, or steal upon penalty of expulsion. Since 1842, it has served as the academic equivalent of the highest law of the land.

The campus is truly beautiful and one of the selling points of the school. Jefferson personally designed the grounds as he developed the school; his home, Monticello is nearby. The by all appearances colonial Lawn is the center of campus but the Rotunda, a monument based upon the Pantheon, is perhaps the highlight.

Some famous alumni include Woodrow Wilson, Edgar Allen Poe (who unsurprisingly did not graduate) Ted Kennedy Tina Fey of 30 Rock, and Katie Couric of The CBS Evening News. Virginia seems to attract the best and the brightest, especially in politics, as it is known for its powerful coterie of graduates in government.

The average GPA of an admitted UVa student is 4.1. It has about a 31% admissions rate. As for SATs, according to the website, the middle fifty percent scored from 1250-1430. There is nothing average about the typical applicant, this person has participated in a host of extra-curriculars, demonstrated leadership, and is ready to work very hard for the degree.

Virginia is known for its sports. It is a Division I NCAA school. Both their basketball and football teams are well-known as dominant in the Atlantic Coast Conference (ACC). Cavalier fans cheer on the football team pretty much every Sunday in the fall at Scott Stadium. Virginia has a variety of teams and intramurals outside of these two sports; students are known to hit the gym, making it one of the most athletic campuses in the country.

There are also a number of secret societies still practicing on campus, including the Z Society and the Seven Society. The Seven Society does not have an email system in place; instead those wishing to speak to them must put an envelope on or in the Thomas Jefferson statue on campus. The The Jefferson Literary and Debating Society is another society which is not so secret; among other duties, they bring high profile speakers to campus. Their rivals are the Washington Literary Society and Debating Union; both travel and host debate tournaments on campus.

The University of Virginia is at its most beautiful during graduation season, when all of the students are swathed in robes and proud parents look on as their children walk the podium to “take” their degrees. They have very good reason to be proud; after four years of academic rigor, University of Virginia students truly are ready to conquer the world outside the ‘Ville.

Check out more:

A Short History of UVa

College Prep

College Admissions Strategies

Grockit Live Online Courses Are Here

Gerunds

The SAT & the ACT: Frequently Asked Questions

ID sentence errors – adjective/adverb confusion

Elementary Algebra Pt. 1

Excessive Wordiness

College Spotlight: The University of Vermont

Inequalities on the SAT

College Spotlight: The University of Virginia

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