Classes only held on weekends. Students take a timed, proctored SAT Reading and Writing and Language Test. Each test is then reviewed in-depth during a 1.5 hour review session. Each focuses on not only the questions students missed, but also the underlying rationale and test design for the most challenging questions on the test, whether or not students missed them. The goal of the review session is to provide efficient solutions for questions, strategies for challenging questions such as “best evidence” reading questions, and an understanding of the test philosophy underlying both reading and writing tests. Particular emphasis is given to test-taking strategies. Test and review sessions often, time permitting, provide students with additional exercises in either reading or writing and language. Students can enroll in one or more mock test and review depending on their needs. Test and review material will be new for each test group.

Questions are based on the following passage and supplementary material.Perhaps the first experiment ever conducted in the field of social psychology suggests that humans are often faster and stronger when they test their speed and strength in the company of other people,5 rather than alone.That study, conducted at Indiana University in the late 1890s, was the brainchild of Norman Triplett, a cycling enthusiast and a sports aficionado. In dozens of experiments he pushed cyclists to ride as 10 fast as they could on stationary bikes. Across his observations› Triplett noticed that the cyclists tended to ride faster when other cyclists rode nearby. One cyclist rode a mile in 2 minutes 49 seconds when alone, but managed to ride the same mile in 15 2 minutes 37 seconds in the company of four pacing cyclists; similarly he rode ten miles in 33 minutes 17 seconds while riding alone, but rode the same distance two minutes faster when riding with several pacers. Triplett acknowledged that his observations 20 were far from rigorous. so he conducted an experiment to show that the effect persisted in a tightly controlled lab study. Triplett recruited forty children, ages eight to thirteen, to complete his study in 1897. He measured 25 how quickly the students could wind a fishing reel so that a small flag attached to the line traveled a distance of sixteen meters. The task was simple but novel, and none of the children had played with fishing rods before the experiment. They performed 30 the task both alone and in the presence of other children, and Triplett noticed that they wound the reels faster in the presence of others. He conduced that an audience enables people to “liberate latent energy" not normally available when they 35 perform alone. Science doesn’t always tell simple stories, and other researchers challenged Triplett's groundbreaking results well into the twentieth century. While some researchers replicated Triplett’s 40 cleft—now known as the social/oeci/fief/on effect— others found the opposite effect, known as sonar inhibition.

Joseph Pepsin and Richard Husband asked. participants in their study to learn a simple maze either blindfolded alone or blindfolded in the 45 presence of other people. The blindfolded participants timed their fibers along the maze, and reversed each time they encountered one of ten dead ends. Instead of performing better in front of an audience, Pepsin and Husband’s participants 50 completed the maze more quickly when they were alone. Inconsistencies like these persisted for years, until social psychologist Bob Zajonc proposed a solution- it all depends on the nature of the tasL Audiences.