Education Workshop for ICTS Basic Skills Test

Angela GulickCAS Writing Specialist

June 2015

Today’s workshop has four main goals:◦to discuss ways to prepare yourself mentally

for the written portion of the ICTS Basic Skills Test

◦to discuss the four steps to writing a response

◦to practice these four steps on a sample writing prompt

◦to address audience questions

Introduction

Even before you ever write a word, you can set yourself up for success or misery. The mental attitude you have about writing can definitely factor into the writing you ultimately produce.

Tailor your writing environment to maximize calmness and comfort by following these suggestions:

Part I: Understand the Process

Find out what you can about the test. Consider visiting one of the classrooms where the test will be held. The test tends to be held in the X Wing.

Talk to friends who have taken the test. What were their experiences? Did they do anything to prepare for the test that was successful?

Check out the available practice materials and tests. You can find them at this address: http://www.icts.nesinc.com/IL15_prepare.asp

◦Know what you can/cannot bring to the test.

What you should/can bring to the exam:

What you cannot bring to the exam:

2 forms of identification paper (all paper is supplied)

admission ticket cell phones

1 bottle of bottled water IPODs/headphones

pencils – bring some spares IPADs/laptops

watch “anything with an on/off button”

tissues any bags/backpacks will need to be put in the front of the room and out of reach.

◦Understand that there will be assigned seating. Don’t be thrown or made anxious because you will be told where you can sit to take the test. Again, check out the room ahead of time; scope out your surroundings.

◦Contact the exam administrators ahead of time if you have special needs. For example, some students request larger seats so they will be comfortable during the test or seats near the door due to medical conditions.

◦Let the test proctor know if you aren’t feeling well or are overly anxious.

◦Use the restroom before the test. Once you are in the room, you will not be able to leave until after test instructions have been given.

◦Blow your nose. This way, you aren’t sniffling and sneezing all through the test, distracting you and your fellow writers.

Part II:Prepare your mind and body for the exam.

Dress in clothes that make you feel good. Heck, if you have a lucky pair of socks or underwear, wear them. This is WAR! If you have a lucky charm, stick it in your shoe .

However, I don’t recommend putting Lucky Charms ® in your shoes unless you want sticky shoes. And possibly ants.

Dress in layers since no one can predict the temperature of a room. Some people “heat up” and other “cool down” when anxious, so dress according to your own body’s natural responses.

Understand your body’s nutritional needs. If you are used to eating breakfast, eat breakfast before the test. If you are used to having a snack, bring a snack with you for when you have breaks. Eat foods that are familiar, comfortable, that give you energy. This is NOT the time to eat that nine-day-old burrito in the back of your fridge or food that makes you have bad dreams the night before the test.

Advice from one exam proctor: If you feel like you are getting nervous, turn your test

over and take a “mini-vacation” for about 30 seconds to 1 minute. Mentally go somewhere that makes you happy and calm. Then turn the test back over and start again.

For a timed writing task, you will have to do four steps:1. Understand the question/writing prompt2. Develop an informal outline for your response3. Write the response4. Revise and proofread the response

Here is a suggested outline for how to spend 1 hour of time:Understanding the question(s): 5 minutesDeveloping an informal outline: 5 minutesWriting the response: 40 minutesRevising and proofreading the response: 10 minutes

Part III:Understand the Four Steps to Writing a Response

Don’t rush and start writing immediately. Nerves will make you want to, but you aren’t doing yourself any favors. Rushing in and kinda/sorta/maybe not at all-a answering a question is a very common mistake people make. Plus, you’ll get halfway into your response and get lost.

Read and re-read the question/prompt, and underline any verbs (action words) you find. These verbs tell you what you need to you to write about.

Make note of any lists presented in the question; sometimes lists can be turned around and used to organize your responses.

See workshop handout titled “Instruction Words Used in Directions and Essay Questions” by Carol Kanar. This handout tells you what different action verbs mean when it comes to essay writing.

Step One: Understand the Question

Break the question down into segments. Some questions are multi-part questions, and yes, you ARE expected to answer all the parts.

Answer the questions/parts in the order they were asked. Test evaluators often have a mental “checklist” in their minds when evaluating your response, and if you present the information in the order evaluators are looking for, the information will more likely be noticed.

Step One: Understand the Question (continued)

Often, it is helpful to repeat key terms from the original question in your response. This shows that you are making the effort to follow instructions.

Generally, you will be asked to make an assertion or argument and defend that argument with specific examples.

Pretend you are trying to convince a skeptic that your understanding of the material is right.

Step Two:Develop an Informal Outline

for Your Response

When drafting your argument, add the words “because ______” or “by ______” to the end, and list out your reasons.

This is a helpful strategy because in listing out your reasons, you are providing yourself with an outline for your essay. This strategy helps keep you organized and your reader focused.

Step Two:Develop an Informal Outline

for Your Response (continued)

I am going to hand out a sample prompt to you, and I want you to begin by reading it very carefully. And then read it again. Feel free to write on it, mark it up, jot down notes.

Next, try to figure out where the argument is in this prompt. In other words, what is its original author trying to make you believe?

Then, try to figure out what YOU are being asked to do. If you are asked to create your own argument or respond in some way, what would yours be?

Let’s Practice with a Sample Prompt

According to recent surveys, only 17% of college students are “traditional.” That means that only one out of every six college students comes straight out of high school, moves away to go to college, has no children, goes to school full-time, and works only part-time, if at all. However, most college students are returning to education, have children, work full-time, live at home, and/or go to college part-time. In the view of many people, this means that colleges need to do a better job of accommodating the needs and priorities of non-traditional students. Using examples and explanations, write a well-organized essay that offers suggestions for ways in which colleges can better meet the needs of their students today.

Sample Prompt

According to recent surveys, only [“only” suggests that this is unusually low, something to take note of] 17% of college students are “traditional.” That means that only [again suggests this is unusual] one out of every six college students comes straight out of high school, moves away to go to college, has no children, goes to school full-time, and works only part-time, if at all. [prompt provides definition of “traditional – might need this]

Let’s Break This Down:

However, most [“most” suggests contrast] college students are returning to education, have children, work full-time, live at home, and/or go to college part-time. In the view of many people, this means that colleges need to do a better job of accommodating the needs and priorities of non-traditional students. [Bingo! Here’s the prompt’s argument]

Using examples and explanations, write a well-organized essay that offers suggestions [suggestions = telling people what to do] for ways [plural – I’ll need more than one] in which colleges can better meet the needs of their students today.

Important: I have to choose this side, that colleges can and should meet the needs of students. Cannot choose opposite side (that colleges shouldn’t do anything).

Still Breaking This Down

Look to the prompt itself for guidance in helping you organize. Let’s zero in on this part of the question:

However, most college students are returning to education, have children, work full-time, live at home, and/or go to college part-time.

This looks an awful lot like a list to me:However, most college students 1) are returning to

education, 2) have children, 3) work full-time, 4) live at home, and/or 5) go to college part-time.

I could use this list, or part of it, to begin to outline a response.

Still, Still Breaking This Down

However, most college students 1) are returning to education, 2) have children, 3) work full-time, 4) live at home, and/or 5) go to college part-time.

Sample Thesis: As more and more non-traditional students enter colleges and universities, these institutions have a responsibility to provide assistance to the unique needs of these students by ____, ____, ____,____, and ____.

Putting This All Together

Are returning to education – orientation for returning adults only, offer after 5 p.m. or on weekends, offer daycare while parents are in the session, set up mentoring program, create support groups/student groups

Have children – offer available daycare, set up babysitting service/list of reputable babysitters, encourage faculty to be sensitive to needs of parents

Work full-time – offer more evening, weekend, online classes, offer accelerated classes, let experienced people opt out of classes if they can show they have sufficient experience in the topic

Live at home – offer discounts on bus rides, offer more social events to bring students to campus, more online courses students can take from home

Go to college part-time –offer more online courses, encourage faculty to have less restrictive attendance policies, offer classes at lots of different times, not just M, W, F from 10-2.

Brainstorming for Examples

Neatness counts! If an evaluator cannot read a response, he/she cannot give you credit for it. If your writing is hard to read, try printing. Be aware, though, that printing takes more time for most people to do.

Write every other line so that you have room to go back in and add a thought or detail if needed.

Keep reviewing the original essay question so that you are sure you are answering it accurately and entirely.

Step Three: Write your response.

Reserve at least 10-15 minutes at the end of the testing time just to revise and proofread your work. You aren’t expected to be perfect, but you will need to be clear and coherent. A missing word or phrase can really damage a sentence, so make sure all words are accounted for.

Read your response under your breath to “hear” how it sounds.

If you are running out of time, write the rest of your outline on the exam copy or attach outline with exam. Some evaluators will give partial credit for ideas, even if they are not in essay form. Some evaluators won’t give you partial credit, however, so don’t hold me to that!

Step Four: Revising/Proofreading Your Response

Listening to suggestions can be helpful, but the best approach is to practice this skill. For that reason, we are offering a “dress rehearsal” test so you can practice the four steps outlined in this presentation.

Thank you for your time today. Remember to come to the Writing Lab in D120 for help with other writing projects!

A Final Thought or Two