web01.fireside.fm Sun, 26 Apr 2026 07:58:20 -0500 Fireside (https://fireside.fm) Chad Cargill's ACT Test Prep - Episodes Tagged with “Scholarships” https://podcast.chadcargill.com/tags/scholarships Thu, 15 Apr 2021 02:00:00 -0500 Chad Cargill took the ACT test 18 times in high school raising his score 13 points and scoring in the 99.5 percentile. He is the nation's leading ACT test prep workshop presenter having taught nearly 250,000 students over the last 32 years. He travels the Midwest each school day teaching students, faculty, and parents how to beat the ACT. His full workshop schedule can be found at calendar.chadcargill.com. His website is chadcargill.com. en-us episodic Practical tips to increase ACT scores and win scholarships Chad Cargill Chad Cargill took the ACT test 18 times in high school raising his score 13 points and scoring in the 99.5 percentile. He is the nation's leading ACT test prep workshop presenter having taught nearly 250,000 students over the last 32 years. He travels the Midwest each school day teaching students, faculty, and parents how to beat the ACT. His full workshop schedule can be found at calendar.chadcargill.com. His website is chadcargill.com. no act, chad cargill, high school, prep, qualify, scholarships, test, classes Chad Cargill chad@chadcargill.com 57: Live Q&A at the End of an Online Workshop https://podcast.chadcargill.com/57 c7a24ee7-8ee9-477b-bea3-c33aaa27ec77 Thu, 15 Apr 2021 02:00:00 -0500 Chad Cargill full 2 Chad Cargill Listen in as students post questions at the end of one of my online workshops. I answer as they are posted, and you can listen to all my answers in this episode. 17:29 no Listen in as students post questions at the end of one of my online workshops. I answer as they are posted, and you can listen to all my answers in this episode. Q&A, act, high school, prep, qualify, scholarships, test, classes Listen in as students post questions at the end of one of my online workshops. I answer as they are posted, and you can listen to all my answers in this episode.

]]> Listen in as students post questions at the end of one of my online workshops. I answer as they are posted, and you can listen to all my answers in this episode.

]]> 56: Why You Should Never Take the 5th Experimental Section of the ACT https://podcast.chadcargill.com/56 cd76341f-4c74-47d9-bba3-8ea777aea097 Thu, 08 Apr 2021 10:15:00 -0500 Chad Cargill full 2 Chad Cargill Most ACT tests now have a 5th experimental section. Most stay and try on this section. In this episode, I explain what this section is and why you should never take it. 18:11 no Most ACT tests now have a 5th experimental section. Most stay and try on this section. In this episode, I explain what this section is and why you should never take it. 5th experimental, high school, prep, qualify, scholarships, test Most ACT tests now have a 5th experimental section. Most stay and try on this section. In this episode, I explain what this section is and why you should never take it.

]]> Most ACT tests now have a 5th experimental section. Most stay and try on this section. In this episode, I explain what this section is and why you should never take it.

]]> 53: 7 Keys to Writing a Winning Scholarship Essay https://podcast.chadcargill.com/53 2d4a2c20-4839-4a83-bd44-787528f810b2 Thu, 18 Mar 2021 02:00:00 -0500 Chad Cargill full 2 Chad Cargill Follow these seven tips, and write a scholarship essay that wins. 17:54 no Follow these seven tips, and write a scholarship essay that wins. essay, scholarships Follow these seven tips, and write a scholarship essay that wins.

]]> Follow these seven tips, and write a scholarship essay that wins.

]]> Episode 50: Math - What is Tested? A Detailed Look at the July 2020 National ACT Math Test https://podcast.chadcargill.com/50 b7796ea8-7564-458b-920a-d5672dd6a1e4 Thu, 18 Feb 2021 02:00:00 -0600 Chad Cargill full 2 Chad Cargill Have you ever wondered what percent of the math test is geometry? Or maybe you wonder if certain math topics are tested. In this episode, we go question by question from the July 2020 national ACT test. We look at the concepts tested and break down what percentage of questions are each category. 15:46 no Source: ACT.org (https://www.act.org/content/act/en/products-and-services/the-act/scores/understanding-your-scores.html) Mathematics 60 Preparing for higher math (57-60%) Number & Quantity (7–10%) Algebra (12–15%) Functions (12–15%) Geometry (12–15%) Statistics & Probability (8–12%) Integrating essential skills (40-43%) Modeling act, high school, prep, math, scholarships, test Source: ACT.org (https://www.act.org/content/act/en/products-and-services/the-act/scores/understanding-your-scores.html)

Mathematics 60

Preparing for higher math (57-60%)

Number & Quantity (7–10%)
Algebra (12–15%)
Functions (12–15%)
Geometry (12–15%)
Statistics & Probability (8–12%)
Integrating essential skills (40-43%)

Modeling

]]> Source: ACT.org (https://www.act.org/content/act/en/products-and-services/the-act/scores/understanding-your-scores.html)

Mathematics 60

Preparing for higher math (57-60%)

Number & Quantity (7–10%)
Algebra (12–15%)
Functions (12–15%)
Geometry (12–15%)
Statistics & Probability (8–12%)
Integrating essential skills (40-43%)

Modeling

]]> Episode 49: Is the ACT Science Test Changing? https://podcast.chadcargill.com/49 d67f2015-0207-4dcc-a9b8-54d36a30e2ea Thu, 11 Feb 2021 02:00:00 -0600 Chad Cargill full 2 Chad Cargill Although the ACT has been virtually the same for the last few decades, there are subtle changes that are important to know. In this episode, we'll discuss some of the changes you'll see in the science section of the test. 23:38 no Although the ACT has been virtually the same for the last few decades, there are subtle changes that are important to know. In this episode, we'll discuss some of the changes you'll see in the science section of the test. I Ordered My Test and Answers. Now What? https://podcast.chadcargill.com/4 act, high school, prep, science, scholarships, test Although the ACT has been virtually the same for the last few decades, there are subtle changes that are important to know. In this episode, we'll discuss some of the changes you'll see in the science section of the test.

I Ordered My Test and Answers. Now What?
https://podcast.chadcargill.com/4

]]> Although the ACT has been virtually the same for the last few decades, there are subtle changes that are important to know. In this episode, we'll discuss some of the changes you'll see in the science section of the test.

I Ordered My Test and Answers. Now What?
https://podcast.chadcargill.com/4

]]> 45: A Look Ahead to 2021 https://podcast.chadcargill.com/45 dfc52c11-cb40-49da-9022-7f0dd6458eff Thu, 14 Jan 2021 02:00:00 -0600 Chad Cargill full 2 Chad Cargill As we start the new year, we reflect on the challenges of 2020 and turn our focus to a new beginning in 2021. 30:03 no As we start the new year, we reflect on the challenges of 2020 and turn our focus to a new beginning in 2021. act, high school, prep, qualify, scholarships, test, classes, MS As we start the new year, we reflect on the challenges of 2020 and turn our focus to a new beginning in 2021.

]]> As we start the new year, we reflect on the challenges of 2020 and turn our focus to a new beginning in 2021.

]]> Episode 41: ACT Writing - When You Should Take It and How To Get a Great Score https://podcast.chadcargill.com/41 c37b0013-1973-45a0-b7e9-c86e2a8bce26 Thu, 19 Nov 2020 02:00:00 -0600 Chad Cargill full 2 Chad Cargill Students wonder if they should take the ACT writing test. And if so, how should the essay be written to get a great score. In this episode, we break down the ACT writing test and look at the strategies needed to maximize your score. 24:17 no Students wonder if they should take the ACT writing test. And if so, how should the essay be written to get a great score. In this episode, we break down the ACT writing test and look at the strategies needed to maximize your score. act, high school, prep, qualify, scholarships, test, writing Students wonder if they should take the ACT writing test. And if so, how should the essay be written to get a great score. In this episode, we break down the ACT writing test and look at the strategies needed to maximize your score.

]]> Students wonder if they should take the ACT writing test. And if so, how should the essay be written to get a great score. In this episode, we break down the ACT writing test and look at the strategies needed to maximize your score.

]]> Episode 40: How To Correctly Use Who and Whom https://podcast.chadcargill.com/40 4ecc8caa-037b-427f-9597-1300a0774f05 Thu, 12 Nov 2020 02:00:00 -0600 Chad Cargill full 2 Chad Cargill In high school, choosing between who and whom was very difficult for me. But once I learned a simple trick, this became one of the easiest things in the English language. In this episode, we dive back into the English section of the ACT and learn when to pick who and when to choose whom. 18:55 no In high school, choosing between who and whom was very difficult for me. But once I learned a simple trick, this became one of the easiest things in the English language. In this episode, we dive back into the English section of the ACT and learn when to pick who and when to choose whom. Louis Zamporini is a man _ I respect. It was King Henry VIII _ had six wives. I talked with Teresa _ was trying to paint the walls of her new living room. There is the new student _ you were asking about. For _ did Molly vote? _ will give the graduation speech on Friday evening? Our new neighbor, _ we met yesterday morning, works at Conoco. With _ are you rooming with for your freshman year at college? whom 2. who 3. who 4. whom 5. whom 6. Who 7. whom 8. whom He gave it to John and me/I. John and me/I went to the game. Between you and me/I, let's keep that a secret. English, ACT, test prep, who, whom, grammar In high school, choosing between who and whom was very difficult for me. But once I learned a simple trick, this became one of the easiest things in the English language. In this episode, we dive back into the English section of the ACT and learn when to pick who and when to choose whom.

  1. Louis Zamporini is a man _ I respect.
  2. It was King Henry VIII _ had six wives.
  3. I talked with Teresa _ was trying to paint the walls of her new living room.
  4. There is the new student _ you were asking about.
  5. For _ did Molly vote?
  6. _ will give the graduation speech on Friday evening?
  7. Our new neighbor, _ we met yesterday morning, works at Conoco.

  8. With _ are you rooming with for your freshman year at college?

  9. whom 2. who 3. who 4. whom 5. whom 6. Who 7. whom 8. whom

He gave it to John and me/I.

John and me/I went to the game.

Between you and me/I, let's keep that a secret.

]]> In high school, choosing between who and whom was very difficult for me. But once I learned a simple trick, this became one of the easiest things in the English language. In this episode, we dive back into the English section of the ACT and learn when to pick who and when to choose whom.

  1. Louis Zamporini is a man _ I respect.
  2. It was King Henry VIII _ had six wives.
  3. I talked with Teresa _ was trying to paint the walls of her new living room.
  4. There is the new student _ you were asking about.
  5. For _ did Molly vote?
  6. _ will give the graduation speech on Friday evening?
  7. Our new neighbor, _ we met yesterday morning, works at Conoco.

  8. With _ are you rooming with for your freshman year at college?

  9. whom 2. who 3. who 4. whom 5. whom 6. Who 7. whom 8. whom

He gave it to John and me/I.

John and me/I went to the game.

Between you and me/I, let's keep that a secret.

]]> Episode 38: Best in Class: What Some Schools Do That All Schools Should Do https://podcast.chadcargill.com/38 fefaf76a-fc84-4269-a629-702005d39bea Thu, 29 Oct 2020 02:00:00 -0500 Chad Cargill full 2 Chad Cargill As I work with high schools across the country, I often say, "Man, every school should do this." In this episode, we discuss a few of these and what I label "Best in Class." 20:53 no When I worked as an engineer at Lucent Technologies, we used benchmarking to study other companies, processes, and systems. Certain practices would be identified as "Best in Class." Some high schools have features, processes, and cultures that fit the "Best in Class" standard. In this episode, we discuss a few of these and why I call these "Best in Class." act, high school, prep, qualify, scholarships, test, best practices, best in class When I worked as an engineer at Lucent Technologies, we used benchmarking to study other companies, processes, and systems. Certain practices would be identified as "Best in Class." Some high schools have features, processes, and cultures that fit the "Best in Class" standard. In this episode, we discuss a few of these and why I call these "Best in Class."

]]> When I worked as an engineer at Lucent Technologies, we used benchmarking to study other companies, processes, and systems. Certain practices would be identified as "Best in Class." Some high schools have features, processes, and cultures that fit the "Best in Class" standard. In this episode, we discuss a few of these and why I call these "Best in Class."

]]> Episode 34: How to Correctly Use Indefinite Pronouns and Raise English ACT Scores https://podcast.chadcargill.com/34 81d277a4-b95f-447a-890e-0aee37569b11 Thu, 01 Oct 2020 02:00:00 -0500 Chad Cargill full 2 Chad Cargill Often, indefinite pronouns are used incorrectly. Even though I teach how to use them, I still make mistakes. Today I’m going to explain how to correctly use indefinite pronouns. And stick around for the end of the episode because I’ll tell you a small part of our adoptive family story. 22:52 no Often, indefinite pronouns are used incorrectly. Even though I teach how to use them, I still make mistakes. Today I’m going to explain how to correctly use indefinite pronouns. And stick around for the end of the episode because I’ll tell you a small part of our adoptive family story. Learn more about embryo adoption at https://www.embryodonation.org. Join Last Chance Prep Oct 2020 and you will: • Review Key Content Asked on ACTs • Solidify Your Knowledge of Math Formulas and Calculator Usage • Verify Your Method and Timing in Reading • Be Able to Ask Last Minute Questions Directly to Chad Cargill • Reduce Test Anxiety • Have Confidence You are Ready • Crush Any Last Minute Weaknesses https://academy.chadcargill.com English, ACT, test prep, indefinite pronouns, grammar, embryo, adoption, snowflake, Often, indefinite pronouns are used incorrectly. Even though I teach how to use them, I still make mistakes. Today I’m going to explain how to correctly use indefinite pronouns. And stick around for the end of the episode because I’ll tell you a small part of our adoptive family story.

Learn more about embryo adoption at https://www.embryodonation.org.

Join Last Chance Prep Oct 2020 and you will:
• Review Key Content Asked on ACTs
• Solidify Your Knowledge of Math Formulas and Calculator Usage
• Verify Your Method and Timing in Reading
• Be Able to Ask Last Minute Questions Directly to Chad Cargill
• Reduce Test Anxiety
• Have Confidence You are Ready
• Crush Any Last Minute Weaknesses

https://academy.chadcargill.com

]]> Often, indefinite pronouns are used incorrectly. Even though I teach how to use them, I still make mistakes. Today I’m going to explain how to correctly use indefinite pronouns. And stick around for the end of the episode because I’ll tell you a small part of our adoptive family story.

Learn more about embryo adoption at https://www.embryodonation.org.

Join Last Chance Prep Oct 2020 and you will:
• Review Key Content Asked on ACTs
• Solidify Your Knowledge of Math Formulas and Calculator Usage
• Verify Your Method and Timing in Reading
• Be Able to Ask Last Minute Questions Directly to Chad Cargill
• Reduce Test Anxiety
• Have Confidence You are Ready
• Crush Any Last Minute Weaknesses

https://academy.chadcargill.com

]]> Episode 26: Three Math Strategies to Increase Your Score Now https://podcast.chadcargill.com/26 05c55700-2af5-4715-8f2c-5327ee05555c Thu, 06 Aug 2020 02:00:00 -0500 Chad Cargill full 1 Chad Cargill Do you get stuck on an ACT math question and waste tons of time? Could you backsolve more efficiently? Do you freak out at the end of the math test because the problems are difficult and you're almost out of time? If so, this episode is for you. 23:41 no Do you get stuck on an ACT math question and waste tons of time? Could you backsolve more efficiently? Do you freak out at the end of the math test because the problems are difficult and you're almost out of time? If so, this episode is for you. If a problem is getting extremely long and difficult, you are approaching it the wrong way. You should stop working and decide whether to approach the problem another way or simply guess and go to the next problem. On trial and error problems, start with the middle choice if the choices are in order from least to greatest or greatest to least, and start with the last choice and work to the first choice if the choices are random. In general, the problems get harder as you take the test. You may want to start with problem number 60 and work back to problem number 1. act, high school, prep, math, scholarships, test Do you get stuck on an ACT math question and waste tons of time? Could you backsolve more efficiently? Do you freak out at the end of the math test because the problems are difficult and you're almost out of time? If so, this episode is for you.

  1. If a problem is getting extremely long and difficult, you are approaching it the wrong way. You should stop working and decide whether to approach the problem another way or simply guess and go to the next problem.
  2. On trial and error problems, start with the middle choice if the choices are in order from least to greatest or greatest to least, and start with the last choice and work to the first choice if the choices are random.
  3. In general, the problems get harder as you take the test. You may want to start with problem number 60 and work back to problem number 1.
]]> Do you get stuck on an ACT math question and waste tons of time? Could you backsolve more efficiently? Do you freak out at the end of the math test because the problems are difficult and you're almost out of time? If so, this episode is for you.

  1. If a problem is getting extremely long and difficult, you are approaching it the wrong way. You should stop working and decide whether to approach the problem another way or simply guess and go to the next problem.
  2. On trial and error problems, start with the middle choice if the choices are in order from least to greatest or greatest to least, and start with the last choice and work to the first choice if the choices are random.
  3. In general, the problems get harder as you take the test. You may want to start with problem number 60 and work back to problem number 1.
]]> Episode 23: How a Small-town Student in Rural Oklahoma Got Accepted to Stanford? https://podcast.chadcargill.com/23 d37abb7d-3605-429a-b579-8df004ca65b4 Thu, 16 Jul 2020 02:00:00 -0500 Chad Cargill full 1 Chad Cargill How does a small-town student in rural Oklahoma get to one of the top colleges in the world? This week we visit with Stanford class of 2024 student, who also happens to be my nephew, Jackson Cargill. The road wasn't easy, and he and his parents had to figure out a lot along the way. If you've ever considered attending one of the top schools in the country, this episode is a must-listen. 38:09 no Jackson Cargill is currently an incoming freshman at Stanford University. Getting accepted to Stanford didn't just happen. He worked years to have this opportunity. Jackson discusses many keys to his journey in this episode. Special Guest: Jackson Cargill. act, chad cargill, Stanford, high school, prep, qualify, scholarships, test Jackson Cargill is currently an incoming freshman at Stanford University. Getting accepted to Stanford didn't just happen. He worked years to have this opportunity. Jackson discusses many keys to his journey in this episode.

Special Guest: Jackson Cargill.

]]> Jackson Cargill is currently an incoming freshman at Stanford University. Getting accepted to Stanford didn't just happen. He worked years to have this opportunity. Jackson discusses many keys to his journey in this episode.

Special Guest: Jackson Cargill.

]]> Episode 19: Master These 5 Comma Rules and Raise Your ACT Score https://podcast.chadcargill.com/19 686df874-53a9-45a6-86ad-f03c4a0cab12 Thu, 18 Jun 2020 02:00:00 -0500 Chad Cargill full 1 Chad Cargill Master these five comma rules and watch your ACT English score soar. 18:06 no There are five key comma rules you must know to score well in ACT English. 1. Use a comma to separate main clauses joined by a coordinating conjunction. The common coordinating conjunctions are and, but, or, nor, for, so, and yet. A main clause is one that has both a subject (s) and a verb (v). EX: We went to the store, and we spent our money. S/V, and S/V. -Some memorize the conjunctions with the word FAN BOYS 2. Set off words, phrases, and clauses that are not needed (nonessential). Use commas around nonessential, transitional, or contrasting information. Non-restrictive elements function much like appositives. 3 Examples Below: 1. Intense preparation, then, is known to produce higher test scores. (transitional) 2. Robert Frost, a Pulitzer Prize winner, is known for his poem “Birches.” (nonessential) 3. Robert Kurson, not Stephen King, is my favorite author. (contrasting) 3. Use a comma after an introductory phrase, clause, and adverb. Short introductory prepositional phrases do not require commas unless needed for clarity. 3 Examples Below: 1. To be able to compete on the collegiate level, many high school athletes practice their sport all year. 2. If you are counting on a college scholarship, pay attention to your grades, class rank, community service, and standardized test scores. 3. Occasionally, the person actually responsible for the vandalism will be caught and pay the damage. 4. A series can be defined as three or more words, phrases, or clauses in a sentence that have the same grammatical rank. EX: I am taking biology, calculus and history. -The comma before the word _and _is optional. 5. Use commas to separate adjectives in a series that describe the same word. EX: The old, blue shirt was worn today. EX: The dark blue shirt was worn today. The second sentence does not have a comma between dark and blue because dark describes blue; whereas, in the first sentence old does not describe blue. -Can you replace the comma with the word and? -Can you reverse the words? Pages 41-49 of Chad Cargill's ACT prep book provides these rules, examples, exercises, and model ACT questions. I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com (http://scholarships.chadcargill.com), and get your guide now. For a free downloadable pdf of Key Things You Must Know on Test Day, go to testday.chadcargill.com (testday.chadcargill.com), and get your guide now. If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast. If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook (https://www.facebook.com/Chad-Cargill-Workshops-22077611182/?ref=bookmarks) page. To view the workshop calendar, go to calendar.chadcargill.com (http://calendar.chadcargill.com). You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com. chadcargill.com (http://www.chadcargill.com) Twitter: @ChadCargill Thanks for listening to the podcast! English, ACT, test prep, commas, grammar There are five key comma rules you must know to score well in ACT English.

1. Use a comma to separate main clauses joined by a coordinating conjunction. The common coordinating conjunctions are and, but, or, nor, for, so, and yet. A main clause is one that has both a subject (s) and a verb (v).

EX: We went to the store, and we spent our money.
S/V, and S/V.

-Some memorize the conjunctions with the word FAN BOYS

2. Set off words, phrases, and clauses that are not needed (nonessential). Use commas around nonessential, transitional, or contrasting information. Non-restrictive elements function much like appositives.

3 Examples Below:

  1. Intense preparation, then, is known to produce higher test scores. (transitional)
  2. Robert Frost, a Pulitzer Prize winner, is known for his poem “Birches.” (nonessential)
  3. Robert Kurson, not Stephen King, is my favorite author. (contrasting)

3. Use a comma after an introductory phrase, clause, and adverb. Short introductory prepositional phrases do not require commas unless needed for clarity.
3 Examples Below:

  1. To be able to compete on the collegiate level, many high school athletes practice their sport all year.
  2. If you are counting on a college scholarship, pay attention to your grades, class rank, community service, and standardized test scores.
  3. Occasionally, the person actually responsible for the vandalism will be caught and pay the damage.

4. A series can be defined as three or more words, phrases, or clauses in a sentence that have the same grammatical rank.
EX: I am taking biology, calculus and history.

-The comma before the word _and _is optional.

5. Use commas to separate adjectives in a series that describe the same word.
EX: The old, blue shirt was worn today.
EX: The dark blue shirt was worn today. The second sentence does not have a comma between dark and blue because dark describes blue; whereas, in the first sentence old does not describe blue.

-Can you replace the comma with the word and?
-Can you reverse the words?

Pages 41-49 of Chad Cargill's ACT prep book provides these rules, examples, exercises, and model ACT questions.

I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com, and get your guide now.

For a free downloadable pdf of Key Things You Must Know on Test Day, go to [testday.chadcargill.com](testday.chadcargill.com), and get your guide now.

If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast.

If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook page.

To view the workshop calendar, go to calendar.chadcargill.com. You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com.

chadcargill.com
Twitter: @ChadCargill

Thanks for listening to the podcast!

]]> There are five key comma rules you must know to score well in ACT English.

1. Use a comma to separate main clauses joined by a coordinating conjunction. The common coordinating conjunctions are and, but, or, nor, for, so, and yet. A main clause is one that has both a subject (s) and a verb (v).

EX: We went to the store, and we spent our money.
S/V, and S/V.

-Some memorize the conjunctions with the word FAN BOYS

2. Set off words, phrases, and clauses that are not needed (nonessential). Use commas around nonessential, transitional, or contrasting information. Non-restrictive elements function much like appositives.

3 Examples Below:

  1. Intense preparation, then, is known to produce higher test scores. (transitional)
  2. Robert Frost, a Pulitzer Prize winner, is known for his poem “Birches.” (nonessential)
  3. Robert Kurson, not Stephen King, is my favorite author. (contrasting)

3. Use a comma after an introductory phrase, clause, and adverb. Short introductory prepositional phrases do not require commas unless needed for clarity.
3 Examples Below:

  1. To be able to compete on the collegiate level, many high school athletes practice their sport all year.
  2. If you are counting on a college scholarship, pay attention to your grades, class rank, community service, and standardized test scores.
  3. Occasionally, the person actually responsible for the vandalism will be caught and pay the damage.

4. A series can be defined as three or more words, phrases, or clauses in a sentence that have the same grammatical rank.
EX: I am taking biology, calculus and history.

-The comma before the word _and _is optional.

5. Use commas to separate adjectives in a series that describe the same word.
EX: The old, blue shirt was worn today.
EX: The dark blue shirt was worn today. The second sentence does not have a comma between dark and blue because dark describes blue; whereas, in the first sentence old does not describe blue.

-Can you replace the comma with the word and?
-Can you reverse the words?

Pages 41-49 of Chad Cargill's ACT prep book provides these rules, examples, exercises, and model ACT questions.

I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com, and get your guide now.

For a free downloadable pdf of Key Things You Must Know on Test Day, go to [testday.chadcargill.com](testday.chadcargill.com), and get your guide now.

If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast.

If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook page.

To view the workshop calendar, go to calendar.chadcargill.com. You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com.

chadcargill.com
Twitter: @ChadCargill

Thanks for listening to the podcast!

]]> Episode 16: Part 4 of 4: Scholarships - How to Lose in an Interview https://podcast.chadcargill.com/16 748adf68-735a-47eb-ab11-433b530df454 Thu, 28 May 2020 02:00:00 -0500 Chad Cargill full 1 Chad Cargill Learning what not to do in an interview is maybe more important than what you do. Avoid these mistakes or kill your interview. 25:32 no Avoid these interview mistakes: • Glance at watch • Chum up with friend on interview staff • Only look at one person when answering • Hold pencil or pen and play with it during interview • Chew gum • Lounge, slump, or recline in chair • When brought into interview room (area), interviewee just grabs a chair without being told where to sit • Elaborates on one answer too long • Starts questioning interviewer with questions like the following: -"Well, what would you do?" -"What are your thoughts on this subject?" -"Tell me what is your biggest weakness?" • Gets overly excited about an answer (ex. A football player talking about a game.) • Say phrases like (you know, yah, honestly, okay, sure, man, etc.) Not that being personal is bad, but overusing these phrases takes away from the quality of you and your answers. • Set like a statue with a moving mouth and blinking eyes only • Many exaggerated movements with hands, arms, back (leaning), and legs (crossing and shaking). • Repetitive finger movements like twiddling thumbs, cracking knuckles, or taping fingers. • Use large words that you really don't know what they mean (proverbial, paradigm, diabolical, etc.) If you really know what they mean and they are appropriate, then use them. • Blame someone else for a problem you had. Make excuses for your actions. • Be overly arrogant. Just brag on yourself beyond what is appropriate. • Correct the interviewer's grammar or pronunciation of a word. • Interrupt the interviewer's question with something you want to say. • Answer a different question than was asked. • Answer a question by talking negatively about yourself • Answer every question in very general terms. Never be specific about any experience or quality you have. • Get noticeably frustrated with the interviewer when he/she asks very specific questions about an uncomfortable topic for you. • Answer questions about a team by taking all the credit and giving no credit to the team. • Have the interviewee's cell phone, pager, or watch alarm sound. • Assuming this is a job interview, ask, "How much vacation do I get?" Here are a few interview elements that are acceptable, but students may perceive them as bad. • The interviewee pausing a few seconds before answering a really difficult question. • The interviewee getting choked, coughing several times, and asking for a drink of water or a very quick break for a drink. act, interview, high school, prep, qualify, scholarships, test Avoid these interview mistakes:
• Glance at watch
• Chum up with friend on interview staff
• Only look at one person when answering
• Hold pencil or pen and play with it during interview
• Chew gum
• Lounge, slump, or recline in chair
• When brought into interview room (area), interviewee just grabs a chair without being
told where to sit
• Elaborates on one answer too long
• Starts questioning interviewer with questions like the following:
-"Well, what would you do?"
-"What are your thoughts on this subject?"
-"Tell me what is your biggest weakness?"
• Gets overly excited about an answer (ex. A football player talking about a game.)
• Say phrases like (you know, yah, honestly, okay, sure, man, etc.) Not that being personal is bad, but overusing these phrases takes away from the quality of you and your answers.
• Set like a statue with a moving mouth and blinking eyes only
• Many exaggerated movements with hands, arms, back (leaning), and legs (crossing and
shaking).
• Repetitive finger movements like twiddling thumbs, cracking knuckles, or taping fingers.
• Use large words that you really don't know what they mean (proverbial, paradigm, diabolical, etc.) If you really know what they mean and they are appropriate, then use them.
• Blame someone else for a problem you had. Make excuses for your actions.
• Be overly arrogant. Just brag on yourself beyond what is appropriate.
• Correct the interviewer's grammar or pronunciation of a word.
• Interrupt the interviewer's question with something you want to say.
• Answer a different question than was asked.
• Answer a question by talking negatively about yourself
• Answer every question in very general terms. Never be specific about any experience or quality you have.
• Get noticeably frustrated with the interviewer when he/she asks very specific questions about an uncomfortable topic for you.
• Answer questions about a team by taking all the credit and giving no credit to the team.
• Have the interviewee's cell phone, pager, or watch alarm sound.
• Assuming this is a job interview, ask, "How much vacation do I get?"

Here are a few interview elements that are acceptable, but students may perceive them as bad.
• The interviewee pausing a few seconds before answering a really difficult question.
• The interviewee getting choked, coughing several times, and asking for a drink of water
or a very quick break for a drink.

]]> Avoid these interview mistakes:
• Glance at watch
• Chum up with friend on interview staff
• Only look at one person when answering
• Hold pencil or pen and play with it during interview
• Chew gum
• Lounge, slump, or recline in chair
• When brought into interview room (area), interviewee just grabs a chair without being
told where to sit
• Elaborates on one answer too long
• Starts questioning interviewer with questions like the following:
-"Well, what would you do?"
-"What are your thoughts on this subject?"
-"Tell me what is your biggest weakness?"
• Gets overly excited about an answer (ex. A football player talking about a game.)
• Say phrases like (you know, yah, honestly, okay, sure, man, etc.) Not that being personal is bad, but overusing these phrases takes away from the quality of you and your answers.
• Set like a statue with a moving mouth and blinking eyes only
• Many exaggerated movements with hands, arms, back (leaning), and legs (crossing and
shaking).
• Repetitive finger movements like twiddling thumbs, cracking knuckles, or taping fingers.
• Use large words that you really don't know what they mean (proverbial, paradigm, diabolical, etc.) If you really know what they mean and they are appropriate, then use them.
• Blame someone else for a problem you had. Make excuses for your actions.
• Be overly arrogant. Just brag on yourself beyond what is appropriate.
• Correct the interviewer's grammar or pronunciation of a word.
• Interrupt the interviewer's question with something you want to say.
• Answer a different question than was asked.
• Answer a question by talking negatively about yourself
• Answer every question in very general terms. Never be specific about any experience or quality you have.
• Get noticeably frustrated with the interviewer when he/she asks very specific questions about an uncomfortable topic for you.
• Answer questions about a team by taking all the credit and giving no credit to the team.
• Have the interviewee's cell phone, pager, or watch alarm sound.
• Assuming this is a job interview, ask, "How much vacation do I get?"

Here are a few interview elements that are acceptable, but students may perceive them as bad.
• The interviewee pausing a few seconds before answering a really difficult question.
• The interviewee getting choked, coughing several times, and asking for a drink of water
or a very quick break for a drink.

]]> Episode 15: Part 3 of 4: Scholarships - How to Win in the Interview https://podcast.chadcargill.com/15 5c7647d5-8cf4-4b7f-86b5-30fc31081879 Thu, 21 May 2020 02:00:00 -0500 Chad Cargill full 1 Chad Cargill If you get to the round of scholarship finalists who are interviewed, your preperation will make all the difference. 31:07 no Interviews are inevitable. We all have to face them. You will have interviews for scholarships, clubs, organizations, internships, and ultimately permanent jobs. You should review potential, common questions you may be asked in an interview. Consider the questions and formulate a brief answer. Write a few bullet points for each question. Before you go to an interview, review your answers as practice. You can also have a friend ask you these questions as practice. INTERVIEWING BASICS • Dress appropriately Boys should wear a suit with a reasonable tie. The tie should just cover the buckle of the belt. The belt should match the color of the shoes. Shoes should be brown or black. Do not wear white socks. Pants should completely cover your socks and the back of the pant leg should reach the heel of your shoe. A black, gray, or dark blue suit is recommended. A well pressed white or light blue shirt is recommended as well. You should also consider wearing a T-shirt under your dress shirt especially if the dress shirt is thin. Select a shirt with a comfortable collar. You do not want to be tugging at the neck of your shirt during an interview. Girls should wear a business attire such as a dress or pant suit. The suit should be a dark solid color, although this is not absolutely necessary. Avoid flashy or revealing clothes. Skirts should not be too short or too long. An inch or two on either side of the knee is acceptable. Be cautious of the skirt appearing too short when you are sitting. Make sure no undergarments can be seen in any way. Avoid clothes that easily wrinkle as you may be in them for a long period of time. Avoid elaborate jewelry. You want the interviewer to focus on your answers, not on your jewelry. A small purse with a shoulder strap is acceptable. Make sure the color of the purse matches your shoes. • Ask questions Prepare good questions to ask at the end of the interview. Asking a question such as "When can I expect to hear something?" is appropriate. • Research Do as much research about the company, scholarship, organization, etc. as possible prior to the interview. If you can find out who is going to be interviewing you, learn as much as you can about him/her and his/her position/title/responsibilities as well. Common questions might include the following: 1. Tell me a little about yourself. 2. What are your strengths? 3. What is your biggest weakness? (Turn this into a positive. Answer with something like "I think I can accomplish anything; therefore, I tend to overwork because I will finish anything I start regardless of the difficulty.") 4. What accomplishment are you most proud of and why? 5. Who do you most admire and why? 6. Identify a conflict you have encountered and how you handled that conflict? 7. Identify a situation where you have taken a leadership role and how you handled that position? 8. Do you view yourself as a leader or a follower? Why? 9. Why should we select you? 10. What do you not like about yourself? 11. Who is your role model? 12. What type of decisions do you struggle making? 13. Describe yourself 20 years from now? 14. What is your anticipated major? Why? 15. What could you have done better in high school? 16. How would you respond if I said that your interview was not very good? 17. Identify a time that you had to take a chance and how you handled the situation. 18. Tell me why we should select you. 19. Name one thing that best describes you. 20. Name one cartoon character that best describes you and tell why. 21. Name one adjective that best describes you. 22. Do others try to be like you? Why? 23. Have you ever "stretched the truth" in an interview or on a resume? act, interview, high school, prep, qualify, scholarships, test Interviews are inevitable. We all have to face them. You will have interviews for scholarships, clubs, organizations, internships, and ultimately permanent jobs.
You should review potential, common questions you may be asked in an interview. Consider the questions and formulate a brief answer. Write a few bullet points for each question. Before you go to an interview, review your answers as practice. You can also have a friend ask you these questions as practice.

INTERVIEWING BASICS
• Dress appropriately
Boys should wear a suit with a reasonable tie. The tie should just cover the buckle of the belt. The belt should match the color of the shoes. Shoes should be brown or black. Do not wear white socks. Pants should completely cover your socks and the back of the pant leg should reach the heel of your shoe. A black, gray, or dark blue suit is recommended. A well pressed white or light blue shirt is recommended as well. You should also consider wearing a T-shirt under your dress shirt especially if the dress shirt is thin. Select a shirt with a comfortable collar. You do not want to be tugging at the neck of your shirt during an interview.
Girls should wear a business attire such as a dress or pant suit. The suit should be a dark solid color, although this is not absolutely necessary. Avoid flashy or revealing clothes. Skirts should not be too short or too long. An inch or two on either side of the knee is acceptable. Be cautious of the skirt appearing too short when you are sitting. Make sure no undergarments can be seen in any way. Avoid clothes that easily wrinkle as you may be in them for a long period of time. Avoid elaborate jewelry. You want the interviewer to focus on your answers, not on your jewelry. A small purse with a shoulder strap is acceptable. Make sure the color of the purse matches your shoes.
• Ask questions
Prepare good questions to ask at the end of the interview. Asking a question such as "When can I expect to hear something?" is appropriate.
• Research
Do as much research about the company, scholarship, organization, etc. as possible prior to the interview. If you can find out who is going to be interviewing you, learn as much as you can about him/her and his/her position/title/responsibilities as well.

Common questions might include the following:

  1. Tell me a little about yourself.
  2. What are your strengths?
  3. What is your biggest weakness? (Turn this into a positive. Answer with something like "I think I can accomplish anything; therefore, I tend to overwork because I will finish anything I start regardless of the difficulty.")
  4. What accomplishment are you most proud of and why?
  5. Who do you most admire and why?
  6. Identify a conflict you have encountered and how you handled that conflict?
  7. Identify a situation where you have taken a leadership role and how you handled that position?
  8. Do you view yourself as a leader or a follower? Why?
  9. Why should we select you?
  10. What do you not like about yourself?
  11. Who is your role model?
  12. What type of decisions do you struggle making?
  13. Describe yourself 20 years from now?
  14. What is your anticipated major? Why?
  15. What could you have done better in high school?
  16. How would you respond if I said that your interview was not very good?
  17. Identify a time that you had to take a chance and how you handled the situation.
  18. Tell me why we should select you.
  19. Name one thing that best describes you.
  20. Name one cartoon character that best describes you and tell why.
  21. Name one adjective that best describes you.
  22. Do others try to be like you? Why?
  23. Have you ever "stretched the truth" in an interview or on a resume?
]]> Interviews are inevitable. We all have to face them. You will have interviews for scholarships, clubs, organizations, internships, and ultimately permanent jobs.
You should review potential, common questions you may be asked in an interview. Consider the questions and formulate a brief answer. Write a few bullet points for each question. Before you go to an interview, review your answers as practice. You can also have a friend ask you these questions as practice.

INTERVIEWING BASICS
• Dress appropriately
Boys should wear a suit with a reasonable tie. The tie should just cover the buckle of the belt. The belt should match the color of the shoes. Shoes should be brown or black. Do not wear white socks. Pants should completely cover your socks and the back of the pant leg should reach the heel of your shoe. A black, gray, or dark blue suit is recommended. A well pressed white or light blue shirt is recommended as well. You should also consider wearing a T-shirt under your dress shirt especially if the dress shirt is thin. Select a shirt with a comfortable collar. You do not want to be tugging at the neck of your shirt during an interview.
Girls should wear a business attire such as a dress or pant suit. The suit should be a dark solid color, although this is not absolutely necessary. Avoid flashy or revealing clothes. Skirts should not be too short or too long. An inch or two on either side of the knee is acceptable. Be cautious of the skirt appearing too short when you are sitting. Make sure no undergarments can be seen in any way. Avoid clothes that easily wrinkle as you may be in them for a long period of time. Avoid elaborate jewelry. You want the interviewer to focus on your answers, not on your jewelry. A small purse with a shoulder strap is acceptable. Make sure the color of the purse matches your shoes.
• Ask questions
Prepare good questions to ask at the end of the interview. Asking a question such as "When can I expect to hear something?" is appropriate.
• Research
Do as much research about the company, scholarship, organization, etc. as possible prior to the interview. If you can find out who is going to be interviewing you, learn as much as you can about him/her and his/her position/title/responsibilities as well.

Common questions might include the following:

  1. Tell me a little about yourself.
  2. What are your strengths?
  3. What is your biggest weakness? (Turn this into a positive. Answer with something like "I think I can accomplish anything; therefore, I tend to overwork because I will finish anything I start regardless of the difficulty.")
  4. What accomplishment are you most proud of and why?
  5. Who do you most admire and why?
  6. Identify a conflict you have encountered and how you handled that conflict?
  7. Identify a situation where you have taken a leadership role and how you handled that position?
  8. Do you view yourself as a leader or a follower? Why?
  9. Why should we select you?
  10. What do you not like about yourself?
  11. Who is your role model?
  12. What type of decisions do you struggle making?
  13. Describe yourself 20 years from now?
  14. What is your anticipated major? Why?
  15. What could you have done better in high school?
  16. How would you respond if I said that your interview was not very good?
  17. Identify a time that you had to take a chance and how you handled the situation.
  18. Tell me why we should select you.
  19. Name one thing that best describes you.
  20. Name one cartoon character that best describes you and tell why.
  21. Name one adjective that best describes you.
  22. Do others try to be like you? Why?
  23. Have you ever "stretched the truth" in an interview or on a resume?
]]> Episode 14: Part 2 of 4: Scholarships - The 5 Keys to Submitting a Winning Scholarship Application https://podcast.chadcargill.com/14 3e596249-9597-4af6-ad71-c9a927a98dcd Thu, 14 May 2020 02:00:00 -0500 Chad Cargill full 1 Chad Cargill Most scholarship applications look like all the others. Many apps aren't really even read; instead, many apps are skimmed. In this episode, we look at 5 keys you must follow to make sure your app is read and placed at the top of the list. 25:53 no Should you include all community service and leadership on your application? When listing something on a scholarship application or resume, typically you will list the organization with which you did the project, your title, and your roles and responsibilities. Your project description is where your application will be sorted as a winner or loser. Most students don't even include a description. If they do include a description, it is usally basic and doesn't give the reader the necessary information to get the application in the special pile. Here are the five keys to writing a winning scholarship or resume description. 1. Always start with a word ending in ed. 2. Include numbers. 3. Do your projects in teams. 4. Include money. 5. Put what you did last in the description. I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com (http://scholarships.chadcargill.com), and get your guide now. For a free downloadable pdf of Key Things You Must Know on Test Day, go to testday.chadcargill.com (testday.chadcargill.com), and get your guide now. If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast. If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook (https://www.facebook.com/Chad-Cargill-Workshops-22077611182/?ref=bookmarks) page. To view the workshop calendar, go to calendar.chadcargill.com (http://calendar.chadcargill.com). You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com. chadcargill.com (http://www.chadcargill.com) Twitter: @ChadCargill Thanks for listening to the podcast! act, chad cargill, high school, prep, qualify, scholarships, test Should you include all community service and leadership on your application?

When listing something on a scholarship application or resume, typically you will list the organization with which you did the project, your title, and your roles and responsibilities.

Your project description is where your application will be sorted as a winner or loser. Most students don't even include a description. If they do include a description, it is usally basic and doesn't give the reader the necessary information to get the application in the special pile.

Here are the five keys to writing a winning scholarship or resume description.

  1. Always start with a word ending in ed.
  2. Include numbers.
  3. Do your projects in teams.
  4. Include money.
  5. Put what you did last in the description.

I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com, and get your guide now.

For a free downloadable pdf of Key Things You Must Know on Test Day, go to [testday.chadcargill.com](testday.chadcargill.com), and get your guide now.

If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast.

If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook page.

To view the workshop calendar, go to calendar.chadcargill.com. You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com.

chadcargill.com
Twitter: @ChadCargill

Thanks for listening to the podcast!

]]> Should you include all community service and leadership on your application?

When listing something on a scholarship application or resume, typically you will list the organization with which you did the project, your title, and your roles and responsibilities.

Your project description is where your application will be sorted as a winner or loser. Most students don't even include a description. If they do include a description, it is usally basic and doesn't give the reader the necessary information to get the application in the special pile.

Here are the five keys to writing a winning scholarship or resume description.

  1. Always start with a word ending in ed.
  2. Include numbers.
  3. Do your projects in teams.
  4. Include money.
  5. Put what you did last in the description.

I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com, and get your guide now.

For a free downloadable pdf of Key Things You Must Know on Test Day, go to [testday.chadcargill.com](testday.chadcargill.com), and get your guide now.

If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast.

If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook page.

To view the workshop calendar, go to calendar.chadcargill.com. You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com.

chadcargill.com
Twitter: @ChadCargill

Thanks for listening to the podcast!

]]> Episode 13: Part 1 of 4: Scholarships - Show Me the Money! https://podcast.chadcargill.com/13 294fa98c-4c8d-4593-943a-5831dd3c4d33 Thu, 07 May 2020 02:00:00 -0500 Chad Cargill full 1 Chad Cargill Everyone says, "there's a ton of scholarships out there. Just apply and win them." If scholarships were that easy, everyone would win them. In this episode, you'll learn practical tips and develop a plan to win. 35:02 no Two General Types of Scholarships: 1. Fee Waivers 2. Cash Awards Restrictions: 1. Where Used 2. How They are Used 3. When They are Used Specific Types of Scholarships: 1. Major 2. Situations Key Steps: 1. They Must Know Who You Are 2. Do Something Different Than Your Peers 3. Word It in a Way It will be Read Seperate Scholarships in Two Categories: 1. Require Writing Portion/Essay 2. No Writing Portion/Essay Sort Scholarships By: 1. Due Date 2. Priority/Likelihood of Winning/Value Then clock in and start your job. This will be the best $/hr job you will likely ever have. Show me the money! Join the free parent's Q&A May 8th at 2pm CST. Click here and save your spot! (https://www.crowdcast.io/e/parents-qa-with-chad) I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com (http://scholarships.chadcargill.com), and get your guide now. For a free downloadable pdf of Key Things You Must Know on Test Day, go to testday.chadcargill.com (testday.chadcargill.com), and get your guide now. If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast. If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook (https://www.facebook.com/Chad-Cargill-Workshops-22077611182/?ref=bookmarks) page. To view the workshop calendar, go to calendar.chadcargill.com (http://calendar.chadcargill.com). You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com. chadcargill.com (http://www.chadcargill.com) Twitter: @ChadCargill Thanks for listening to the podcast! act, chad cargill, high school, prep, qualify, scholarships, test Two General Types of Scholarships:

  1. Fee Waivers
  2. Cash Awards

Restrictions:

  1. Where Used
  2. How They are Used
  3. When They are Used

Specific Types of Scholarships:

  1. Major
  2. Situations

Key Steps:

  1. They Must Know Who You Are
  2. Do Something Different Than Your Peers
  3. Word It in a Way It will be Read

Seperate Scholarships in Two Categories:

  1. Require Writing Portion/Essay
  2. No Writing Portion/Essay

Sort Scholarships By:

  1. Due Date
  2. Priority/Likelihood of Winning/Value

Then clock in and start your job. This will be the best $/hr job you will likely ever have. Show me the money!

Join the free parent's Q&A May 8th at 2pm CST.

Click here and save your spot!

I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com, and get your guide now.

For a free downloadable pdf of Key Things You Must Know on Test Day, go to [testday.chadcargill.com](testday.chadcargill.com), and get your guide now.

If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast.

If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook page.

To view the workshop calendar, go to calendar.chadcargill.com. You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com.

chadcargill.com
Twitter: @ChadCargill

Thanks for listening to the podcast!

]]> Two General Types of Scholarships:

  1. Fee Waivers
  2. Cash Awards

Restrictions:

  1. Where Used
  2. How They are Used
  3. When They are Used

Specific Types of Scholarships:

  1. Major
  2. Situations

Key Steps:

  1. They Must Know Who You Are
  2. Do Something Different Than Your Peers
  3. Word It in a Way It will be Read

Seperate Scholarships in Two Categories:

  1. Require Writing Portion/Essay
  2. No Writing Portion/Essay

Sort Scholarships By:

  1. Due Date
  2. Priority/Likelihood of Winning/Value

Then clock in and start your job. This will be the best $/hr job you will likely ever have. Show me the money!

Join the free parent's Q&A May 8th at 2pm CST.

Click here and save your spot!

I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com, and get your guide now.

For a free downloadable pdf of Key Things You Must Know on Test Day, go to [testday.chadcargill.com](testday.chadcargill.com), and get your guide now.

If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast.

If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook page.

To view the workshop calendar, go to calendar.chadcargill.com. You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com.

chadcargill.com
Twitter: @ChadCargill

Thanks for listening to the podcast!

]]> Episode 10: The Right Way to Keep Time on the ACT https://podcast.chadcargill.com/10 2ba8c653-275f-4f92-a23f-bc3a3e310085 Thu, 16 Apr 2020 12:00:00 -0500 Chad Cargill full 1 Chad Cargill The way most students keep time on the ACT is wrong. Listen to this episode to learn the right way. This episode teaches the easiest way to lower test anxiety and raise scores by effectively keeping your own time and working all the way to the end. 19:45 no One of the downfalls of being an inexperienced ACT test taker is you may not know how much time you have left. The tests are very long and difficult to finish. As mentioned earlier, you should always answer every question. If you run out of time without every question answered, your score will not be as high as it could be. Time seems to pass very quickly during a difficult section of the test. Be aware of the time but not terrified of it. Using a wall clock in the testing center may not be the best method. I found that trying to keep time on my watch or a simple wall clock often confused me, and concentrating solely on the test often caused me to forget when the test started and when it was supposed to end. In order to prevent this unnecessary confusion, I created my own method of time keeping. I wore a simple three-handed (hour, minute, and second) watch. Before a section began, I let the second hand on my watch rotate until it pointed to the twelve. Then I stopped the second hand from moving by pulling out the crown. Next, I adjusted the other hands so that the clock read exactly noon. Then I backed the time from noon for the amount of time allotted for the section. For example on the English test, which lasts 45 minutes, I moved the clock to read 11:15. When the test administrator said, "Go," I started the clock. I knew at all times during the test that when my watch read straight up noon, the test was over. No questions. No confusion. This method may seem somewhat ridiculous, but if you want to reduce confusion and improve your score, master a time keeping method. A digital watch can also be used if you want to purchase one, but it can not make noise or communicate such as an Apple watch. Finally, when the test administrators announce there are five minutes remaining in each section, you should ignore them. First of all, you already know the time because you are keeping time on your watch. The other reason is five minutes is a lot of time. For example, the science test is six passages designed to be of approximately equal length and difficulty. The science test as a whole is 35 minutes long. Thirty-five minutes divided by six equal passages is five minutes and 50 seconds. At the five minute call if you think your test is over and you panic, you are greatly reducing your score. Many students start guessing when the test administrator calls five minutes. If you do that, you are going to guess on approximately 24 questions total in English, math, reading, and science. If the guessing odds play out, you will get about 6 of the 24 correct. Consider the following: if you score a 19, you are getting about half the questions right. If you do this while guessing when they call five minutes, you got 6 out of 24 rather than 12 out of 24. That is a difference of 6 questions spread over the four sections of the ACT. Did you know that a difference of 6 questions spread over the four sections of the ACT is over a one composite score increase? If you are guessing at 5 minutes and scoring a 19, try the method described above, and your composite ACT score should increase to at least a 20 doing this alone! I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com (http://scholarships.chadcargill.com), and get your guide now. For a free downloadable pdf of Key Things You Must Know on Test Day, go to testday.chadcargill.com (testday.chadcargill.com), and get your guide now. If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast. If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook (https://www.facebook.com/Chad-Cargill-Workshops-22077611182/?ref=bookmarks) page. To view the workshop calendar, go to calendar.chadcargill.com (http://calendar.chadcargill.com). You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com. chadcargill.com (http://www.chadcargill.com) Twitter: @ChadCargill Thanks for listening to the podcast! test anxiety, ACT, test prep, time, timed test One of the downfalls of being an inexperienced ACT test taker is you may not know how much time you have left. The tests are very long and difficult to finish. As mentioned earlier, you should always answer every question. If you run out of time without every question answered, your score will not be as high as it could be. Time seems to pass very quickly during a difficult section of the test. Be aware of the time but not terrified of it. Using a wall clock in the testing center may not be the best method. I found that trying to keep time on my watch or a simple wall clock often confused me, and concentrating solely on the test often caused me to forget when the test started and when it was supposed to end. In order to prevent this unnecessary confusion, I created my own method of time keeping. I wore a simple three-handed (hour, minute, and second) watch. Before a section began, I let the second hand on my watch rotate until it pointed to the twelve. Then I stopped the second hand from moving by pulling out the crown. Next, I adjusted the other hands so that the clock read exactly noon. Then I backed the time from noon for the amount of time allotted for the section. For example on the English test, which lasts 45 minutes, I moved the clock to read 11:15. When the test administrator said, "Go," I started the clock. I knew at all times during the test that when my watch read straight up noon, the test was over. No questions. No confusion. This method may seem somewhat ridiculous, but if you want to reduce confusion and improve your score, master a time keeping method. A digital watch can also be used if you want to purchase one, but it can not make noise or communicate such as an Apple watch.
Finally, when the test administrators announce there are five minutes remaining in each section, you should ignore them. First of all, you already know the time because you are keeping time on your watch. The other reason is five minutes is a lot of time. For example, the science test is six passages designed to be of approximately equal length and difficulty. The science test as a whole is 35 minutes long. Thirty-five minutes divided by six equal passages is five minutes and 50 seconds. At the five minute call if you think your test is over and you panic, you are greatly reducing your score. Many students start guessing when the test administrator calls five minutes. If you do that, you are going to guess on approximately 24 questions total in English, math, reading, and science. If the guessing odds play out, you will get about 6 of the 24 correct. Consider the following: if you score a 19, you are getting about half the questions right. If you do this while guessing when they call five minutes, you got 6 out of 24 rather than 12 out of 24. That is a difference of 6 questions spread over the four sections of the ACT. Did you know that a difference of 6 questions spread over the four sections of the ACT is over a one composite score increase? If you are guessing at 5 minutes and scoring a 19, try the method described above, and your composite ACT score should increase to at least a 20 doing this alone!

I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com, and get your guide now.

For a free downloadable pdf of Key Things You Must Know on Test Day, go to [testday.chadcargill.com](testday.chadcargill.com), and get your guide now.

If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast.

If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook page.

To view the workshop calendar, go to calendar.chadcargill.com. You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com.

chadcargill.com
Twitter: @ChadCargill

Thanks for listening to the podcast!

]]> One of the downfalls of being an inexperienced ACT test taker is you may not know how much time you have left. The tests are very long and difficult to finish. As mentioned earlier, you should always answer every question. If you run out of time without every question answered, your score will not be as high as it could be. Time seems to pass very quickly during a difficult section of the test. Be aware of the time but not terrified of it. Using a wall clock in the testing center may not be the best method. I found that trying to keep time on my watch or a simple wall clock often confused me, and concentrating solely on the test often caused me to forget when the test started and when it was supposed to end. In order to prevent this unnecessary confusion, I created my own method of time keeping. I wore a simple three-handed (hour, minute, and second) watch. Before a section began, I let the second hand on my watch rotate until it pointed to the twelve. Then I stopped the second hand from moving by pulling out the crown. Next, I adjusted the other hands so that the clock read exactly noon. Then I backed the time from noon for the amount of time allotted for the section. For example on the English test, which lasts 45 minutes, I moved the clock to read 11:15. When the test administrator said, "Go," I started the clock. I knew at all times during the test that when my watch read straight up noon, the test was over. No questions. No confusion. This method may seem somewhat ridiculous, but if you want to reduce confusion and improve your score, master a time keeping method. A digital watch can also be used if you want to purchase one, but it can not make noise or communicate such as an Apple watch.
Finally, when the test administrators announce there are five minutes remaining in each section, you should ignore them. First of all, you already know the time because you are keeping time on your watch. The other reason is five minutes is a lot of time. For example, the science test is six passages designed to be of approximately equal length and difficulty. The science test as a whole is 35 minutes long. Thirty-five minutes divided by six equal passages is five minutes and 50 seconds. At the five minute call if you think your test is over and you panic, you are greatly reducing your score. Many students start guessing when the test administrator calls five minutes. If you do that, you are going to guess on approximately 24 questions total in English, math, reading, and science. If the guessing odds play out, you will get about 6 of the 24 correct. Consider the following: if you score a 19, you are getting about half the questions right. If you do this while guessing when they call five minutes, you got 6 out of 24 rather than 12 out of 24. That is a difference of 6 questions spread over the four sections of the ACT. Did you know that a difference of 6 questions spread over the four sections of the ACT is over a one composite score increase? If you are guessing at 5 minutes and scoring a 19, try the method described above, and your composite ACT score should increase to at least a 20 doing this alone!

I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com, and get your guide now.

For a free downloadable pdf of Key Things You Must Know on Test Day, go to [testday.chadcargill.com](testday.chadcargill.com), and get your guide now.

If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast.

If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook page.

To view the workshop calendar, go to calendar.chadcargill.com. You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com.

chadcargill.com
Twitter: @ChadCargill

Thanks for listening to the podcast!

]]> Episode 6: 7 Ways to Reduce Test Anxiety on the ACT https://podcast.chadcargill.com/6 580de109-c419-45d9-a491-465b2e93e923 Thu, 19 Mar 2020 01:00:00 -0500 Chad Cargill full 1 Chad Cargill While the world is anxious about the Corona virus, students are also anxious about taking an ACT. In this episode, we look at the number one reason good academic students underachieve on this test. Here are 7 practical tips you can use to immediately reduce your test anxiety. 23:31 no While the world is anxious about the Corona virus, students are also anxious about taking an ACT. The number one reason good academic students underachieve on the ACT is test anxiety. Here are 7 practical tips you can use to immediately reduce your test anxiety. Control what you can control. You can't control everything, but control what you can. Apply one, a few, or all of these tips to immediately start reducing your test anxiety. Take the test as many times as you can afford Drive to the test center before the test day Recognize everyone misses questions Familiarize yourself with your calculator Keep your own time Memorize key rules and formulas testday.chadcargill.com (testday.chadcargill.com) Do your best, and God will do the rest I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com (http://scholarships.chadcargill.com), and get your guide now. For a free downloadable pdf of Key Things You Must Know on Test Day, go to testday.chadcargill.com (testday.chadcargill.com), and get your guide now. If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast. If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook (https://www.facebook.com/Chad-Cargill-Workshops-22077611182/?ref=bookmarks) page. To view the workshop calendar, go to calendar.chadcargill.com (http://calendar.chadcargill.com). You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com. chadcargill.com (http://www.chadcargill.com) Twitter: @ChadCargill Thanks for listening to the podcast! test anxiety, ACT, test prep While the world is anxious about the Corona virus, students are also anxious about taking an ACT. The number one reason good academic students underachieve on the ACT is test anxiety. Here are 7 practical tips you can use to immediately reduce your test anxiety.

Control what you can control. You can't control everything, but control what you can. Apply one, a few, or all of these tips to immediately start reducing your test anxiety.

  1. Take the test as many times as you can afford

  2. Drive to the test center before the test day

  3. Recognize everyone misses questions

  4. Familiarize yourself with your calculator

  5. Keep your own time

  6. Memorize key rules and formulas
    [testday.chadcargill.com](testday.chadcargill.com)

  7. Do your best, and God will do the rest

I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com, and get your guide now.

For a free downloadable pdf of Key Things You Must Know on Test Day, go to [testday.chadcargill.com](testday.chadcargill.com), and get your guide now.

If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast.

If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook page.

To view the workshop calendar, go to calendar.chadcargill.com. You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com.

chadcargill.com
Twitter: @ChadCargill

Thanks for listening to the podcast!

]]> While the world is anxious about the Corona virus, students are also anxious about taking an ACT. The number one reason good academic students underachieve on the ACT is test anxiety. Here are 7 practical tips you can use to immediately reduce your test anxiety.

Control what you can control. You can't control everything, but control what you can. Apply one, a few, or all of these tips to immediately start reducing your test anxiety.

  1. Take the test as many times as you can afford

  2. Drive to the test center before the test day

  3. Recognize everyone misses questions

  4. Familiarize yourself with your calculator

  5. Keep your own time

  6. Memorize key rules and formulas
    [testday.chadcargill.com](testday.chadcargill.com)

  7. Do your best, and God will do the rest

I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com, and get your guide now.

For a free downloadable pdf of Key Things You Must Know on Test Day, go to [testday.chadcargill.com](testday.chadcargill.com), and get your guide now.

If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast.

If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook page.

To view the workshop calendar, go to calendar.chadcargill.com. You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com.

chadcargill.com
Twitter: @ChadCargill

Thanks for listening to the podcast!

]]> Episode 4: I Ordered My Test and Answers. Now What? https://podcast.chadcargill.com/4 8f5754ed-b12a-458c-9fea-db1b51704e2d Thu, 05 Mar 2020 02:00:00 -0600 Chad Cargill full 1 Chad Cargill You ordered the test questions, your answers, and the correct answers. What do you do with that? This episode gives you a step-by-step guide what to do. 26:20 no Episode 4: I Ordered My Test and Answers. Now What? Test Information Release - $22 Available December, April, and June national tests Not available on residuals Order when you register or by logging back in to your account and adding this up to 5 days after you test. This year you can also order up to 6 months after you test by calling ACT. If you order when you register you’ll get your test about 3 weeks after you test. When it comes in the mail, you’ll receive the test questions, your answers, and the correct answers. — Now that you’ve received it, now what? Look at every question you missed and say, “Why did I miss this?” This is a two part question. You are not only looking at what was being asked that you missed, but you are also looking at what you selected that was wrong. For example, if in English the underline part was a dash and you changed it to a colon and missed it, you missed both the dash and the colon. Build a Pareto chart of your misses. Put your top missed concepts first. All misses should be shown from most missed to least missed. Spend 80% of your practice time on your top 20% of misses. — Bring your test to your teachers Teachers please work the math section with your math class. Science and English the same. — When you graduate donate it to your counseling office. — Finally, what are you reading? Make that part of your culture. I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com (http://scholarships.chadcargill.com), and get your guide now. If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast. If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook (https://www.facebook.com/Chad-Cargill-Workshops-22077611182/?ref=bookmarks) page. To view the workshop calendar, go to calendar.chadcargill.com (http://calendar.chadcargill.com). You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com. chadcargill.com (http://www.chadcargill.com) Twitter: @ChadCargill Thanks for listening to the podcast! TIR, test information release, ACT, test prep Episode 4: I Ordered My Test and Answers. Now What?

Test Information Release - $22

Available December, April, and June national tests

Not available on residuals

Order when you register or by logging back in to your account and adding this up to 5 days after you test.

This year you can also order up to 6 months after you test by calling ACT.

If you order when you register you’ll get your test about 3 weeks after you test.

When it comes in the mail, you’ll receive the test questions, your answers, and the correct answers.

—
Now that you’ve received it, now what?

Look at every question you missed and say, “Why did I miss this?”

This is a two part question. You are not only looking at what was being asked that you missed, but you are also looking at what you selected that was wrong.

For example, if in English the underline part was a dash and you changed it to a colon and missed it, you missed both the dash and the colon.

Build a Pareto chart of your misses.
Put your top missed concepts first. All misses should be shown from most missed to least missed.

Spend 80% of your practice time on your top 20% of misses.

—
Bring your test to your teachers

Teachers please work the math section with your math class. Science and English the same.

—
When you graduate donate it to your counseling office.

—
Finally, what are you reading? Make that part of your culture.

I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com, and get your guide now.

If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast.

If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook page.

To view the workshop calendar, go to calendar.chadcargill.com. You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com.

chadcargill.com
Twitter: @ChadCargill

Thanks for listening to the podcast!

]]> Episode 4: I Ordered My Test and Answers. Now What?

Test Information Release - $22

Available December, April, and June national tests

Not available on residuals

Order when you register or by logging back in to your account and adding this up to 5 days after you test.

This year you can also order up to 6 months after you test by calling ACT.

If you order when you register you’ll get your test about 3 weeks after you test.

When it comes in the mail, you’ll receive the test questions, your answers, and the correct answers.

—
Now that you’ve received it, now what?

Look at every question you missed and say, “Why did I miss this?”

This is a two part question. You are not only looking at what was being asked that you missed, but you are also looking at what you selected that was wrong.

For example, if in English the underline part was a dash and you changed it to a colon and missed it, you missed both the dash and the colon.

Build a Pareto chart of your misses.
Put your top missed concepts first. All misses should be shown from most missed to least missed.

Spend 80% of your practice time on your top 20% of misses.

—
Bring your test to your teachers

Teachers please work the math section with your math class. Science and English the same.

—
When you graduate donate it to your counseling office.

—
Finally, what are you reading? Make that part of your culture.

I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com, and get your guide now.

If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast.

If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook page.

To view the workshop calendar, go to calendar.chadcargill.com. You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com.

chadcargill.com
Twitter: @ChadCargill

Thanks for listening to the podcast!

]]> Episode 3: 3 Reasons Why in English You Should Read the Passage as You Go https://podcast.chadcargill.com/3 87c7e0a9-3661-49a6-9420-d1dedceb3975 Thu, 27 Feb 2020 02:00:00 -0600 Chad Cargill full 1 Chad Cargill Over half of today's English ACT test-takers skip from one underline to the next. In this episode we discuss why you should never do this. 20:20 no 3 reasons why in English you should read the passage as you go 2 Types of Questions: Usage questions General passage questions Usage Underline in a sentence Grammatically correct? Punctuated correctly? 1st choice is no change. General passage questions do not have an underline part in a sentence. The first choice is usually something other than No Change. These are questions more about the passage rather than just an underlined part in a sentence. The first several ACT tests I took in high school, I didn’t read the passage. Why? I was in a hurry. 75 questions in 45 mins. When I ask students in my workshop how many skip, over half agree. Many so called experts teach this. I figured out quickly I had to read the passage as I tested; otherwise, I was having to go back and reread. As you read from one underline to the next, remember this isn’t reading comprehension. You just need to think, “In general what is happening?” “What’s the purpose of the passage?” “What’s the author’s main point?” 3 Reasons why you should read as you go: Tough to summarize an essay you didn’t read. Context Some was/were eaten. For Cat’s first birthday her mother bought her 2 cakes. Some were eaten. There were two cakes. Changing tense of the verbs. If you read a sentence by itself, the present tense verb, for example, works great. But if you read the paragraph, every other verb was past tense, and you’ll immediately make a change. So read the passage as you go. That doesn’t mean read the entire essay, then go back and answer the questions. Just read to question one, then answer question one. Then read to question two, then answer question two. If you do this, you’ll finish even faster with a higher score than not reading it. Remember this is not reading comprehension. You don’t need to know all the details. Keep asking yourself as you are reading, “In general, what is happening here?” Special thanks to Ms. Julie Garner for a great review of the podcast. Julie is an English teacher at Jim Ned HS is West Texas. This is a great podcast for those of you who are looking for some helpful advice and tips on taking the ACT. Chad Cargill is a trusted source and is the guy that some of you may have gone to see last October in Anson. Whether you went then or not, you should check this out. ~Ms. Garner -- I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com (http://scholarships.chadcargill.com), and get your guide now. If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast. If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook (https://www.facebook.com/Chad-Cargill-Workshops-22077611182/?ref=bookmarks) page. To view the workshop calendar, go to calendar.chadcargill.com (http://calendar.chadcargill.com). You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com. chadcargill.com (http://www.chadcargill.com) Twitter: @ChadCargill Thanks for listening to the podcast! English, ACT, test, prep, chad, cargill 3 reasons why in English you should read the passage as you go

2 Types of Questions:

Usage questions

General passage questions

Usage
Underline in a sentence
Grammatically correct?
Punctuated correctly?

1st choice is no change.

General passage questions do not have an underline part in a sentence. The first choice is usually something other than No Change.

These are questions more about the passage rather than just an underlined part in a sentence.

The first several ACT tests I took in high school, I didn’t read the passage.

Why? I was in a hurry. 75 questions in 45 mins.

When I ask students in my workshop how many skip, over half agree.

Many so called experts teach this.

I figured out quickly I had to read the passage as I tested; otherwise, I was having to go back and reread.

As you read from one underline to the next, remember this isn’t reading comprehension. You just need to think, “In general what is happening?”

“What’s the purpose of the passage?”
“What’s the author’s main point?”

3 Reasons why you should read as you go:

  1. Tough to summarize an essay you didn’t read.

  2. Context

Some was/were eaten.

For Cat’s first birthday her mother bought her 2 cakes.

Some were eaten. There were two cakes.

  1. Changing tense of the verbs.

If you read a sentence by itself, the present tense verb, for example, works great.

But if you read the paragraph, every other verb was past tense, and you’ll immediately make a change.

So read the passage as you go. That doesn’t mean read the entire essay, then go back and answer the questions. Just read to question one, then answer question one. Then read to question two, then answer question two.

If you do this, you’ll finish even faster with a higher score than not reading it.

Remember this is not reading comprehension. You don’t need to know all the details. Keep asking yourself as you are reading, “In general, what is happening here?”

Special thanks to Ms. Julie Garner for a great review of the podcast. Julie is an English teacher at Jim Ned HS is West Texas.

This is a great podcast for those of you who are looking for some helpful advice and tips on taking the ACT. Chad Cargill is a trusted source and is the guy that some of you may have gone to see last October in Anson. Whether you went then or not, you should check this out.
~Ms. Garner

--
I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com, and get your guide now.

If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast.

If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook page.

To view the workshop calendar, go to calendar.chadcargill.com. You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com.

chadcargill.com
Twitter: @ChadCargill

Thanks for listening to the podcast!

]]> 3 reasons why in English you should read the passage as you go

2 Types of Questions:

Usage questions

General passage questions

Usage
Underline in a sentence
Grammatically correct?
Punctuated correctly?

1st choice is no change.

General passage questions do not have an underline part in a sentence. The first choice is usually something other than No Change.

These are questions more about the passage rather than just an underlined part in a sentence.

The first several ACT tests I took in high school, I didn’t read the passage.

Why? I was in a hurry. 75 questions in 45 mins.

When I ask students in my workshop how many skip, over half agree.

Many so called experts teach this.

I figured out quickly I had to read the passage as I tested; otherwise, I was having to go back and reread.

As you read from one underline to the next, remember this isn’t reading comprehension. You just need to think, “In general what is happening?”

“What’s the purpose of the passage?”
“What’s the author’s main point?”

3 Reasons why you should read as you go:

  1. Tough to summarize an essay you didn’t read.

  2. Context

Some was/were eaten.

For Cat’s first birthday her mother bought her 2 cakes.

Some were eaten. There were two cakes.

  1. Changing tense of the verbs.

If you read a sentence by itself, the present tense verb, for example, works great.

But if you read the paragraph, every other verb was past tense, and you’ll immediately make a change.

So read the passage as you go. That doesn’t mean read the entire essay, then go back and answer the questions. Just read to question one, then answer question one. Then read to question two, then answer question two.

If you do this, you’ll finish even faster with a higher score than not reading it.

Remember this is not reading comprehension. You don’t need to know all the details. Keep asking yourself as you are reading, “In general, what is happening here?”

Special thanks to Ms. Julie Garner for a great review of the podcast. Julie is an English teacher at Jim Ned HS is West Texas.

This is a great podcast for those of you who are looking for some helpful advice and tips on taking the ACT. Chad Cargill is a trusted source and is the guy that some of you may have gone to see last October in Anson. Whether you went then or not, you should check this out.
~Ms. Garner

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I’d love to connect with you and keep you posted on upcoming episodes and resources. For a free downloadable pdf What Scholarship Committees Look for and How to Win Them, go to scholarships.chadcargill.com, and get your guide now.

If you enjoyed the podcast, please leave a review on your podcast app. Leave a shout out for your high school, and I may read it on a future podcast.

If you have questions, leave a comment here or on the Chad Cargill Workshops Facebook page.

To view the workshop calendar, go to calendar.chadcargill.com. You can also order the prep book Chad Cargill's ACT and sign up for speed reading at chadcargill.com. If you are interested in hosting a workshop at your high school, call our office at (405) 454-3233 or email penny@chadcargill.com.

chadcargill.com
Twitter: @ChadCargill

Thanks for listening to the podcast!

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