Interview with TOEFL and IELTS Expert Taichi Kono

The highly experienced TOEFL, GMAT and IELTS instructor, Taichi Kono , author of  five English language textbooks including two on TOEFL , was kind enough to answer my questions on TOEFL and IELTS.  I previously posted Taichi's Japanese language blog posts  on GMAT Sentence Correction (The whole series can be found on Taichi's blog).  The timing of this interview is directly connected to the fact that TOEFL will no longer be accepted in the UK for visa granting purposes. Update: TOEFL will be accepted in the UK under certain conditions. See Using TOEFL® Scores to Apply to U.K. Universities. I have reported on that issue in detail here.   Taichi teaches both IELTS and TOEFL. Based on our past conversations, I knew he was the best person to ask about the impact that this will have not only on Japanese applicants to UK programs, but on any applicant who needs to demonstrate his or her English proficiency to gain a student visa in the UK.

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Adam: Overall, how would you compare the difficulty of iBT TOEFL and IELTS?

Taichi: Hard to say. Rumor on the Internet has it that the IELTS test is super-easy, but the fact is IELTS is NOT THAT easy. It all depends on each candidate's strength. All in all, though, I would say for most people IELTS is a bit easier due to its scoring system: on the IELTS test an average score of 6.75 on all four tests counts as 7. Plus, most people will find it easier to speak to a human rather than the PC on the speaking test. There is no listening on the IELTS writing test, so if your listening skill is not very good, you'll find IELTS writing easier.

Adam: Given the following key scores for graduate how would you compare the difficulty of obtaining  them?  How hard is it to get a iBT TOEFL 100 compared to an IELTS Band 7?  An iBT TOEFL 109 versus an IELTS Band 7.5?  An iBT TOEFL 110 versus a IELTS Band 8?

Taichi: An IELTS Band 7 is definitely easier than an iBT TOEFL 100. The same goes for TOEFL 109 vs IELTS 7.5, maybe by a little smaller margin. 110 vs 8 is a close call, but I'd say an IELTS Band 8 is less difficult.

Adam:  Given the dominance of TOEFL in Japan, how common has it been for Japanese to prefer studying IELTS?

Taichi: It is increasingly becoming more common year after year. There has been more and more awareness among those who are seriously thinking of studying abroad that the IELTS is a lot easier than the TOEFL iBT. Again, WARNING: IELTS IS NOT THAT EASY! But the recent development in the U.K. will only add to the IELTS' momentum. Having said that, all that is a matter of comparison with the past; the TOEFL test is still dominant in Japan by far.

Adam:  After the British government stopped taking the TOEFL last month have you seen an increase in the number of your students interested in studying IELTS? Have many switched from TOEFL to IELTS?

Taichi: The number of IELTS students coming to my school had already increased well before the development in the U.K. because of the wide-spread (false) awareness of the IELTS' easiness. Or rather, I'd say because the TOEFL iBT was just too difficult for some candidates and they turned to the IELTS as the last resort. Most schools in the States (including the Ivy League ones) now accepting the IELTS is definitely a contributing factor as well.

Adam: So, in general, IELTS is actually easier?

Taichi: You should carefully examine each school's requirement, because some US schools demand higher scores on the IELTS. For example, while the official (or commonly accepted) equivalent of a TOEFL 100 is an IELTS 7, some schools want 7.5. It may be either because they think the IELTS is easier, too, or they just don't have any clear criteria for comparison. Anyhow, it all depends on the school, or even the department you're applying to, so it is for you to decide which test would be more to your advantage. For UK schools, IELTS is now the only option.

Adam: Given that IELTS is accepted at all US schools, if someone was preparing to apply to both US and UK schools, would there be any reason why they would want to study TOEFL?   It is so common that my non-native English speaking  clients apply to both London Business School and US MBA programs that I can only imagine most will decide to just focus on IELTS.

Taichi: If you are aiming for schools in both the U.K. and the U.S., you have no choice but to prepare for the IELTS now that the IELTS is the only option in the U.K. Check school requirements and consider your strengths in English to decide if you want do both the tests or only the IELTS.

Adam:  So, in some cases, depending on where an applicant is applying, they might need to study both tests?   That seems rather challenging!

Taichi: Yes, preparing for both tests is highly demanding, and I simply wouldn't recommend it. I would say by and large the TOEFL is the safer bet if you are applying only for US schools. Then, if you find TOEFL too difficult for you, you could switch to IELTS after you have done your research and know for sure that the school does not have requirements favoring the TOEFL.

Adam:  What advice would you give to someone who needs to switch from preparing for iBT TOEFL to preparing for IELTS?

Taichi: The most distinct difference between the two tests, in my opinion, is the listening test, as on the IELTS, you answer as the audio progresses, while on the TOEFL all the questions appear after the audio has stopped. Now, that requires some getting used to and practice. Plus, needless to say, you should get used to the British accent, too. The writing test of the IELTS has two tasks and Task 1 is unique. You have to know how to describe graphs and charts in English. The IELTS speaking section IS a lot easier than the TOEFL, but then again you'd be better off practicing for that test, too.

Adam:  Does IELTS require applicants to use British spelling or grammar rules?  If so, are these difficult for test takers trained in American English to adjust to?

Taichi:  No, you don't have to worry about spelling and grammar rules, and you don't have to speak with a British accent, either. You only have to listen to and understand British English.

Adam:  Does it take much time for your students who are more exposed to American English  to adjust to the British accent?

Taichi:  No, I wouldn't say "much." But you need to know some sound-conversion rules and listen to some chosen audios with British English recorded many times. The problem is, though, most Japanese candidates don't know much about and haven't learned or practiced any English accent. In my school I teach the basic phonetics of American English first and have them practice A LOT!! Then with those who are taking the IELTS, we switch to the British accent later on. From experience, I find that particular sequence a little bit easier for Japanese students.

Adam: As far as IELTS preparation materials go, do you have any recommendations?  If you can provide suggestions that are in English as well as Japanese that would be great.

Taichi:  Quite honestly, IELTS books from Japanese publishers are not so good. The "Cambridge IELTS" series are what is best available. I use some other texts in class, too. Bear in mind, though,  that there's no "perfect" IELTS materials in the market. Every material "feels" different from the real IELTS test in one way or another. It's just a matter of degree. Those Cambridge books are "usable."

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I want to thank Taichi for taking the time to answer my questions.

-Adam Markus

I am a graduate admissions consultant who works with clients worldwide. If you would like to arrange an initial consultation, please complete my intake form. Please don't email me any essays, other admissions consultant's intake forms, your life story, or any long email asking for a written profile assessment. The only profiles I assess are those with people who I offer initial consultations to. Please note that initial consultations are not offered when I have reached full capacity or when I determine that I am not a good fit with an applicant.

ENGLISH REQUIREMENTS AT CAMBRIDGE JUDGE AND OXFORD SAID

Following Oxford Said's introduction of severely high English requirements for 2010 entry, Cambridge Judge will be getting even more severe than Oxford for 2012 entry.

Oxford Said introduced new English level minimums for entry beginning in 2010:

	Minimum score
TOEFL - Internet	109
TOEFL - Computer	267
TOEFL - Paper	630
IELTS	7.5

In April, I commented as follows:

For applicants, especially those coming from countries where getting a 109 or higher is difficult (Japan, South Korea, China, and Taiwan being the ones that immediately come to my mind), this is good and bad news. It is clearly bad news for those with scores under 109 because clearly Oxford is no longer an option. For East Asians with TOEFL scores over 109,  suddenly the number of highly competitive applicants coming from their region is likely to drop significantly.

I think this is especially unfortunate for my clients in Japan, not only because it will eliminate many strong applicants from applying, but because it will likely damage the ability of Oxford to build a strong network here. Given the large percentage of company-sponsored applicants who don't have TOEFL 109 level English,  I think it is fair to say that Oxford will see a significantly reduced number of Japanese with strong professional backgrounds in the coming years.

In fact, the number of Japanese at Oxford has gone down and they are all, obviously very advanced English speakers.   Oxford is no longer a viable option for many candidates who would have considered it, but find all top US schools (except HBS), INSEAD, LBS, and IMD (GMAT score only) better options both in terms of rank and barrier to entry. 

Not to be outdone, Cambridge will be introducing new standards of required English ability for entry in 2012:

• Fluency in English
• IELTS - 7.5 with no element below 7.0
• TOEFL
  • Internet-based - 110 with a minimum of 25 in each section
  • Paper-based - 637 with 5.5 in the Test of Written English

110 TOEFL! Congratulations Cambridge, you are about to have the world's highest TOEFL requirement of any MBA program!  This is a bold experiment in exclusivity designed to radically reduce non-native English speakers without extensive international experience.    I know there is a Cambridge/Oxford rivalry, but.. 

By the way, for those applying for 2011 entry, the old Cambridge requirements-

• IELTS - 7.0 with a minimum of 6.0 in each band
• TOEFL
  • Internet-based - 100 with 25 in the writing section
  • Paper-based - 600 with 5.0 in the essay
  • Computer-based - 250 with 5.0 in the essay

-are still in place, but I bet they will be making it tougher than these numbers indicate. 

As far as UK schools go, London Business School, with its very flexible entry requirements and top rank, proves that exclusivity per se is not the best way to be recognized as a Top B-School.  For applicants who want to experience real diversity while getting the top B-school experience in the UK, I predict that LBS will be the only game in town.  For those who want to experience working with only fully bilingual/bi-cultural candidates,  Oxford and Cambridge should be your targets.  Each option has its advantages (real diversity versus fluency) and disadvantages (inefficiency versus experiencing the kind of diversity that is the part of working with those who really don't share your linguistic and/or cultural assumptions).

-Adam Markus

アダム マーカス

 
ケンブリッジ オックスフォード大学のビジネススクール MBA留学

１日で学ぶTOEFLリスニング学習法と発音

Struggling with TOEFL listening? My guest blogger, Taichi Kono, will be offering a one-day seminar in July.  Details below.
-Adam
 アダム

『１日で学ぶTOEFLリスニング学習法と発音』

日時：　7月25日（日）10:00-16:30（途中 30分の休憩を挟みます）

場所：
「FORUM 8」（http://www.forum-8.co.jp/）720 号室
東京都渋谷区道玄坂2-10-7 新大宗ビル（地図は上記ホームページをご参照ください）

金額：　 18,900円（消費税込）

内容：
・TOEFL iBTの点数を決定的に左右するリスニング能力の鍛え方を、「手取り足取り」指導します。
・教室内で講師の細かい指導を受けながら実践していただくことで、今後独力で学習できるようになるための道筋をつけます。
・指導の基本は、河野太一著『必ず聞こえるTOEFLテストリスニング』（アルク刊）で紹介した学習法に沿いながら、本では扱えなかったバリエーション や、プラスアルファの学習法を交えていきます。
・対象はTOEFLのリスニング学習法に悩むすべての方です。現在の点数は問いません。書籍での独学はハードルが高く、手ほどきがほしいという方には特に おすすめです。
・IELTS、TOEIC、英検などの英語試験、また一般的に英語のリスニング力を伸ばしたいという方にも有効な内容です。
・リスニング学習を効果的に行うためには、その基盤として発音の訓練がなされていることが必須となります。本セミナーでは前半にたっぷり時間をとって音素 の練習を行っていきます。

教材：
『英語で授業を受けてみる（小学校編）』　中谷美佐著　ジャパンタイムズ刊・「小学校編」というタイトルにだまされてはいけません。 TOEFLのリスニング力を鍛えるに最適の書籍の一つです。
・セミナー受講後、引き続きこの本を使ってトレーニングを実践することができます。セミナー後の学習計画についてもお話しします。
・事前に各自購入の上、当日お持ちください。

注意事項：
・本セミナーは根本的なリスニング力そのものを向上させるという趣旨で行います。したがってTOEFL形式の問題を解く問題演習は一切行いません。また、 問題解答の際の「コツ」のようなものも一切扱いませんのでご了承ください。
・上記の通り、使用する教材も「TOEFL」と銘打ったものではありません。これも「表面的なテスト対策ではなく、リスニング力そのものを鍛える」という 趣旨に沿ったものです。その点をご納得いただいた上でのご受講をお願いします。
・本セミナーではおおよそ前半が発音、後半がリスニング学習法という内容になります。発音訓練とリスニング学習法は一体であるとの考え方から、前半のみや 後半のみのご受講は承っておりませんのでご了承ください。
・本セミナーでは、効果的な学習を行うため、いわゆる「昼食時間」というものは設けず、１時間から１時間半ごとに１０分程度のトイレ休憩と、中盤に３０分 の長めの休憩を挟むのみになります。昼食は軽食程度でお済ませいただくようお願いいたします。
・セミナー開始後の入退室は、他の参加者のやる気や集中力を大きく削ぐものです。万一遅刻された場合もご入室はいただけますが、なるべく開始時間の１０分 程度前までにはご入室いただきますようお願いいたします。

お申し込み方法：
・info@konojuku.comまでメールにてお申込みください。当方にて空席状況を確認の上、振込先などを記したメールを差し上げます。
・メールには以下の内容をご記入ください。
お名前とフリガナ
学習の目的（MBA留学、その他の学科の大学院留学、４年制大学留学などの種別や、アメリカ、イギリスなど留学地の希望など）
現在のスコア・資格（TOEFL、TOEIC、英検など）

１日で学ぶTOEFLリスニング学習法と発音

TOEFL textbook author and my guest blogger, Taichi Kono,  will be doing a one-day TOEFL listening seminar. I think my Japanese readers who are struggling with TOEFL listening will find his seminar useful. Details below in Japanese.
-Adam


 『１日で学ぶTOEFLリスニング学習法と発音』

日時：　6月27日（日）10:00-16:30（途中 30分の休憩を挟みます）

場所：
「シブヤ・ネクサス」（http://www.e-joho.com/nexus/）701 号室
東京都渋谷区道玄坂2-9-9（地図は上記ホームページをご参照ください）

金額：　18,900円（消費 税込）

内容：
・TOEFL iBTの点数を決定的に左右するリスニング能力の鍛え方を、「手取り足取り」指導します。
・教室内で講師の細かい指導を受けながら実践していただくことで、今後独力で学習できるようになるための道筋をつけます。
・指導の基本は、河野太一著『必ず聞こえるTOEFLテストリスニング』（アルク刊）で紹介した学習法に沿いながら、本では扱えなかったバリエーション や、プラスアルファの学習法を交えていきます。
・対象はTOEFLのリスニング学習法に悩むすべての方です。現在の点数は問いません。特に、書籍での独学はハードルが高いという方におすすめです。
・TOEFL以外の英語試験、また一般的に英語のリスニング力を伸ばしたいという方にも応用していただける内容です。
・リスニング学習を効果的に行うためには、その基盤として発音の訓練がなされていることが必須となります。本セミナーでは前半にたっぷり時間をとって音素 の練習を行っていきます。

教材：
『英語で授業を受けてみる（小学校編）』　中谷美佐著　ジャパンタイムズ刊・「小学校編」というタイトルにだまされてはいけません。 TOEFLのリスニング力を鍛えるに最適の書籍の一つです。
・セミナー受講後、引き続きこの本を使ってトレーニングを実践することができます。
・事前に各自購入の上、当日お持ちください。

注意事項：
・本セミナーは根本的なリスニング力そのものを向上させるという趣旨で行います。したがってTOEFL形式の問題を解く問題演習は一切行いません。また、 問題解答の際の「コツ」のようなものも一切扱いませんのでご了承ください。
・上記の通り、使用する教材も「TOEFL」と銘打ったものではありません。これも「表面的なテスト対策ではなく、リスニング力そのものを鍛える」という 趣旨に沿ったものです。その点をご納得いただいた上でのご受講をお願いします。
・本セミナーではおおよそ前半が発音、後半がリスニング学習法という内容になります。発音訓練とリスニング学習法は一体であるとの考え方から、前半のみや 後半のみのご受講は承っておりませんのでご了承ください。
・本セミナーでは、効果的な学習を行うため、いわゆる「昼食時間」というものは設けず、１時間から１時間半ごとに１０分程度のトイレ休憩と、中盤に３０分 の長めの休憩を挟むのみになります。昼食は軽食程度でお済ませいただくようお願いいたします。
・セミナー開始後の入退室は、他の参加者のやる気や集中力を大きく削ぐものです。万一遅刻された場合もご入室はいただけますが、なるべく開始時間の１０分 程度前までにはご入室いただきますようお願いいたします。

お申し込み方法：
・info@konojuku.comまでメールにてお申込みください。当方にて空席状況を確認の上、振込先などを記したメールを差し上げます。
・メールには以下の内容をご記入ください。
お名前とフリガナ
学習の目的（MBA留学、その他の学科の大学院留学、４年制大学留学などの種別や、アメリカ、イギリスなど留学地の希望など）
現在のスコア・資格（TOEFL、TOEIC、英検など）

Knewton: Probability vs. Combinatorics on the GMAT

My blog's sponsor and English language GMAT content provider has provided me with the following post on the Quantitative Section. If you have not done so, consider taking a free trial of Knewton GMAT.
-Adam
アダム 
---------------------------------------------------------------------------------------

Knewton Tips: Probability vs. Combinatorics on the GMAT 

Rich Zwelling is one of Knewton's expert GMAT prep instructors. He enjoys using the word “com­bi­na­torics” in everyday conversation.

–

A friend and I were recently analyzing a particular GMAT problem. Since we’re both standardized-test geeks, the discussion naturally turned into an extended investigation into GMAT strategies. Some topics are just too fascinating to avoid!

The problem in question went like this:

Melinda and Mindy both work in a department consisting of six total employees. Their boss specifies that two workers in the department will be chosen at random to take part in a company survey. What’s the probability that both Melinda and Mindy will be chosen for the survey?

As with many GMAT problems, this problem can be solved in a variety of ways. Turns out that my friend and I chose entirely different methods—but we both ultimately arrived at the same (correct!) answer. As it turns out, our divergent strategies highlighted some key distinctions between probability and combinatorics as used on the GMAT.

1. My friend decided to go with probability to solve the problem. Here’s his thought process:

The chance that Melinda will be selected first is 1/6. If that happens, there will be 5 workers left. The probability that Mindy is the next person chosen is 1/5. Thus, the probability of Melinda being the first person chosen, and Mindy being the second person chosen, can be found by multiply 1/6 * 1/5 = 1/30.

In addition, however, we must factor in the possibility that Mindy is the first person chosen and Melinda the second. This will lead to the same probability: 1/6 * 1/5 = 1/30.

Since we’re only interested in these two possibilities (and nothing else), we add the two probabilities in order to arrive at our final answer.

1/30 + 1/30 = 1/15. This is the probability that both Melinda and Mindy will be chosen for the company-wide survey.

2.  Unlike my friend, I decided to use combinatorics to solve the problem. Here’s my train of thought:

With a group of 6 people, there are 15 possible combinations of 2 people that you can choose. This can be calculated using the combination formula, namely:

n! / [k! * (n-k)!]

In this problem, n = 6, because there are six people in all, and k = 2, since we’re looking for a sub­group of two people.  Therefore, we can figure out that:

6! / (2! * 4!) = 6 * 5 / 2 = 15 total combinations of 2 people.

So, out of these 15 possible combinations, we’re only interested in one: Melinda and Mindy. Remember, since this is a combination, order does not matter (as opposed to a permutation, where order must be taken into account). Melinda and Mindy is the exact same combination as Mindy and Melinda, since the same two people are involved.

(To explain this further: an example of a permutation would be if Melinda and Mindy were in a cycling race, and there were different prizes awarded for 1^st and 2^nd places. In that case, Melinda finishing first is a different scenario from Mindy finishing first. But in our problem, we don’t care who’s picked first, but only about who is in the group of 2; therefore, we don’t need to worry about order.)

So, back to the question. We’re interested in only one combination, Melinda and Mindy, out of a total of 15 combinations. Therefore, the final answer is 1/15—the same answer that my friend came up with using probability.

When we talked about this, though, my friend interrupted me. “But wait,” he said, “since it’s a combination, order shouldn’t matter, right? Melinda and Mindy is the same exact combination as Mindy and Melinda. So—how come in my solution, we added different probabilities for Melinda-Mindy and Mindy-Melinda? Order shouldn’t matter here—but it did!”

After a little bit of discussion, we realized that the order had mattered in my friend’s solution because he had looked at the situation as two different events, not two different combinations. Melinda and Mindy is the same combination as Mindy and Melinda—so if we were restrict­ing our­selves to find­ing infor­ma­tion that was solely about com­bi­na­tions, then order wouldn’t matter.

However, in this case, we were also interested in probability. The situation of Mindy and Melissa being chosen first and second, respectively, for the survey, is a distinct event from if Melissa and Mindy were chosen first and second. So, even though we know that both events concern the same combination of people, the events are different.

Problems like this can be a little bit hard to follow, as they can involve both probability and combinatorics, making it easy to confuse the two. It’s important to remember that, on their own, combinatorics deal only with finding the number of combinations or permutations in a given set of data, while probability deals with discerning the likelihood that an event or events will happen. 

TOEFL AND IELTS Minimums at Oxford Said MBA

My post analyzing Oxford's  MBA application essay questions can be found here.


For applicants who are required to demonstrate their English proficiency, the new TOEFL and IELTS standards for Fall 2010 admission imposed at Oxford University's Said Business School pose a serious hurdle:

	Minimum score
TOEFL - Internet	109
TOEFL - Computer	267
TOEFL - Paper	630
IELTS	7.5

 

Oxford Said now requires the same TOEFL level as HBS. For advanced English speakers, this is no problem, but for many non-native applicants, this is a barrier to entry.  Given Said's decline in the Economist ranking from 27th in 2008 to 47th in 2009, this could not have come at a worse time. 

Last year, when I heard about the new requirements at Oxford, I had  assumed that they were imposed on the Business School and this does appears to be the case. Oxford has university-wide English requirements for postgraduate studies. See here.   Oxford has both "Standard Overall Score" and "Higher Overall Score" English requirements.  The MBA, as a taught course falls under the "Higher Overall Score" requirements of 109 TOEFL or 7.5 IELTS. 

For applicants, especially those coming from countries where getting a 109 or higher is difficult (Japan, South Korea, China, and Taiwan being the ones that immediately come to my mind), this is good and bad news. It is clearly bad news for those with scores under 109 because clearly Oxford is no longer an option. For East Asians with TOEFL scores over 109,  suddenly the number of highly competitive applicants coming from their region is likely to drop significantly.

I think this is especially unfortunate for my clients in Japan, not only because it will eliminate many strong applicants from applying, but because it will likely damage the ability of Oxford to build a strong network here. Given the large percentage of company-sponsored applicants who don't have TOEFL 109 level English,  I think it is fair to say that Oxford will see a significantly reduced number of Japanese with strong professional backgrounds in the coming years.   Consider that IESE (Economist Rank 1), IMD (Economist Rank 2), LBS (Economist Rank 8), Cambridge (Economist Rank 11), IE (Economist Rank 16), and  INSEAD (Economist Rank 23) have much lower English requirements.  Even INSEAD only requires a 105.  There is actually a significant difference between the 105 and 109 level.  Cambridge Judge, which Oxford is most often compared with, only requires 100 TOEFL or 7 on IELTS. 

To confirm that Oxford was indeed following these new requirements, I contracted them directly by sending an email to their mba-enquiries system. I posed as an applicant with 108 TOEFL score.  Here is the response I received:

"If you are a non-native English speaker, proven proficiency through TOEFL (Test of English as a Foreign Language) or IELTS (International English language Test Scheme) is a requirement for admission to the MBA programme.

Please see below details of the required minimum scores:

TOEFL (minimum score required):

109 Internet based
267 Computer based
630 Paper based

IELTS (minimum score required): 7.5

The TOEFL/ IELTS test can only be considered valid if they were taken a maximum of two years prior to the application deadline for the stage in which you are applying."

Unless Oxford admissions is simply unwilling to state flexibility on this, I assume they are not flexible. Given that they are flexible about GMAT (see here),  I assume they are actually stating inflexible TOEFL/IELTS minimum scores.

If any readers of this post are admitted to the fall 2010 entering class with less than 109 TOEFL or 7.5 IELTS, please let me know.

-Adam Markus

Questions? Write comments or contact me directly at adammarkus@gmail.com. Please see my FAQ regarding the types of questions I will respond to. Before emailing me questions about your chances for admission or personal profile, please see "Why I don't analyze profiles without consulting with the applicant." If you are interested in my graduate admission consulting services, please click here.

-Adam Markus
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オッ クスフォード大学のビジネススクール MBA留学

GMAT Tip from Knewton: Speeding up your Reading Comprehension

My blog's sponsor and English language GMAT content provider has provided me with the following post on Reading Comprehension. If you have not done so, consider taking a free trial of Knewton GMAT.
-Adam 
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Speeding up your Reading Comprehension

Kalyan Dudala is one of Knewton's expert TAs, so he’s full of ideas that can supercharge your GMAT prep.

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Rocking the at Reading Comp section depends on two limiting factors: (1) The rate at which the information you’re reading enters your brain and (2) what your brain is able to do with that information. The latter, being able to act on information, is a composite skill that is acquired through years of learning.

Fortunately for test-takers, the first factor — your speed of reading — can be seriously increased with a few simple adjustments in technique. You can learn how to read faster as long as you’re willing to put in the practice. Here’s how to do it.

Many slower readers rely on ineffective reading processes such as subvocalization (reading softly/“in your mind”) and fixation (repetitive reading).

Subvocalization is a very common problem that severely restricts reading speed: it takes much longer to actually say a word than it does to simply “recognize” it and move on. The difficult bit, if you’re a subvocalizer, is forcing yourself to actually adopt an alternate method of reading.

Fixation is equally tricky. While repetition in reading may sometimes be merited or even necessary, in most cases it’s just an idle bad habit. Estimates in the speed-reading industry suggest that 33% of people habitually reread text. I, for one, find myself returning to parts of passages for all sorts of ridiculous reasons—including liking a particular word or turn of phrase. Savoring language is essential to enjoying the aesthetics of what you read, but it isn’t particularly well-suited to a standardized testing environment like the GMAT.

If any of the above problems sound familiar (or if you’re just curious), try some of these DIY approaches to improve your reading speed. With practice, you can develop a reading method that isn’t as time-consuming as your current one. Even modest improvements can have a large cumulative effect on your RC performance.

Simple speed reading exercises

While the following exercises utilize different methods, the underlying goal of each is the same: to increase your “eye span,” i.e. to force you to read more words at once than you normally would. The best readers are able to read entire sentences simultaneously and, more importantly, can process the information contained within them.

All of these exercises focus on raw speed, but don’t forget the all-important “comprehension” part of RC. The trick is to read as quickly as you can while still retaining the information in a passage.

1)      The Hand Trick

Place your palm flat against the reading surface with the first line of text to be read above the side of your hand. Now move your palm down the page at a regular speed and read the text that is exposed while keeping pace with the movement of your palm.

2)      The Finger Trick

Place your index finger (or mouse pointer) on the first group of words to be read. Now move your index finger horizontally in a discontinuous manner, “jumping” from point to point in a sentence. This forces you to read words in groups instead of individually.

3)      The “Card” Trick

This one works best with a 4×6 photograph. Place the photograph above the first line of text you are about to read. Then, begin moving the photograph down at a steady rate while attempting to read the text before the photograph descends over it. This forces you to pay attention the first time you read a given passage, since you will not have the opportunity to revisit it.

Want even more tips? Here are some very cool resources to improve reading speed. You can test your speed to start by following the link below. If you’re into serious speed, watch these five video lessons for more tips from the pros (they’ll use your tested speed as a baseline). After that, speed-reading comprehension is just a matter of practice.

Measure Your Reading Speed

http://www.bangor.ac.uk/~mas009/neurogym/exercises/speedread1.htm

MBA First Round Blues: Top Ten Things To Consider Now

Well, we are in the midst of first round results for top MBA programs, so I thought it would be a good time to discuss what to do if your R1 efforts don't seem to be working. Of course, sometimes, the issue might simply be that you are applying to reach schools in R1 and that you will have much better results in R2.  Still I think it is worth carefully evaluating what if anything you can do to get a better outcome in R2 (and maybe R3 and R4!).  I have written about this subject previously ("MBA First Round Blues: Learn from Failure"), but I thought it would be good to look at the issue again.  While I am also considering the whole issue of "failure," my remarks below are not limited to that.

  
Top Ten List of Things to Consider if R1 is Not Working For You

#1 CHANGE SOMETHING!
Whatever you have done so far is not working. It might be your essays, it might be your school selection, it might be your interview skills, it might be your test scores, it might be the way you fill out applications,  and/or the people you are getting admissions advice from,  but whatever you are doing now, it is not achieving the desired outcome.   If you are working with an admissions consultant, ask them for their perspective on this. 

Last year, one of my clients applied with a particular set of goals that I had initial concerns about, but the client was passionate about them.  While he/she was invited for an interview at a top school, he/she was ultimately dinged from the two places he/she applied in R1. I wrote a long memo suggesting a  different approach to my client's career goals that I had initially thought was more tenable.  The client changed his/her goals and subsequently received multiple offers of admission in R2.  The client also took interview practice more seriously in R2. Those changes were critical to achieving a better outcome.

I am not suggesting changing everything, but chances are pretty good that something needs to change if you are to generate better results with future applications.
 
#2 LOOK AGAIN AT YOUR SCHOOL SELECTION
Depending on the difficulty of admission and number of institutions you have applied to, look again at your school selection. Obviously if you were dinged from HBS, Haas, and Stanford in R1, you can certain of one thing: Anywhere else you apply is easier to get into.  The difference between schools with a 7%-12% chance of admission and those with a 15%-20% chance is really huge. Think about seriously about the admissions numbers (acceptance rate, yield, test scores averages and 80% ranges, average age of admitted applicants, number of years of work experience, and GPA)  for the schools you have applied to and consider deeply how you measure up.  Many people are naturally resistant to looking at these things objectively, but if your numbers and the numbers from  the schools that rejected you are consistently incompatible, you need to really consider applying to places where your numbers will not hurt you and/or help you. You might also consider sitting for the GMAT or TOEFL again if those numbers are not working for you.  I don't recommend applying to places where you will not be happy because of low RO1, but I mean finding additional schools where you are likely to have a better shot than the ones that rejected you.

For company-sponsored applicants or anyone else who must obtain admission for Fall 2010 or Winter 2011, I strongly recommend making sure that you have sufficient safety built into your school selection.  

#3 THINK ABOUT THE ADVICE YOU HAVE RECEIVED SO FAR
Every year I start working with clients after they have received R1 (and also R2 and R3 and R4!) dings.  Sometimes the problem is that the applicant just has not been receiving the right kind of advice. Getting a second opinion from another admissions consultant, a trusted mentor, or someone else whose views you have not yet obtained, can really result in significant changes in outcome.   In my case, I offer both reapplication and second opinion counseling services for this purpose.   For more about obtaining advice form other people, please see this earlier post.


#4 CONSIDER TAKING GMAT AND/OR TOEFL AGAIN
GMAC allows applicants to take the GMAT five times in any 12-month period.  Unless you have maxed yourself out, consider whether you need to take it again.  In general, if your score is 700 or over I don't generally advise it, but if your GPA is real low, you might want to.

I know some people think there is a problem taking the GMAT five times, but I am not one of those people.  I have had a number of clients admitted to HBS, Stanford, Wharton, Chicago, INSEAD, LBS, Haas, Kellogg, etc. who had to take the test five times (or more if over more than 12 months).  Given that schools often tell both those who are waitlisted and reapplicants to take these tests again,  I can see no problem with it.  Clearly it is pain to sit for a test again, but if you know that your scores are not getting you results, it is time to revisit this issue.  My blog's sole advertiser, Knewton, guarantees a 50 point GMAT score increase or a refund, so you might want to consider taking their course. 

With TOEFL, taking it multiple times is not a problem.  If you are having significant problems with a particular section and the test prep methods you have been using so far have not worked, consider changing them.   For those experiencing difficulty with the Speaking Section, my suggestion is to find a teacher who really knows how to teach speaking. From what I have been able to observe, test prep instructors without formal English teaching experience expertise are significantly less likely to be able to help you with the Speaking Section.  The best TOEFL Speaking teacher I know in Tokyo (A friend of mine who prefers that I not mention him here by name because he can't handle more students than he gets from word-of-mouth.) has graduate level training in phonology.

Whether you need to take another  GMAT  or TOEFL test prep course or just study intensively on your own, if whatever test prep. methods you have been so far are not generating the results you need, consider making a change.  After working with hundreds of applicants over the years, the only thing I am certain of is that people learn in different ways.  See a much earlier post on this issue.
 
#5 QUALITY AND TIME MANAGEMENT
Frankly, my worst experiences as a admissions consultant all involve clients trying to apply with hastily written weak content.  While performing emergency room surgery is one part of my job, I know that there is a real difference between what is acceptable at the last minute and what is acceptable a week (or a month)  before the deadline.  If you are constantly submitting at the last possible minute and are continuously in crisis mode, your application content may display a high level of energy, but also possibly lots of errors and lack of clear thinking.  Part of an effective writing process is taking the time to reflect on what you have.  Such moments of careful deliberation can really result in significant improvements in overall application content.  More practically, rush jobs are inherently error prone.  If you think you are setting yourself up for more of the same in R2, consider applying to a small number of schools.  R3 is often viable, so don't rule it out if it will give you breathing room to focus more on the schools you really want to go to.

#6 YOUR ESSAYS AND RESUME
If R1 is not working out,  clearly you need to focus on making sure that your essays and resume are doing what they need to do. In addition to #3 above,  see my earlier post on reapplication.

#7 YOUR APPLICATION FORMS
Application forms are important.  Take them seriously.  The schools don't ask all these questions so that you can write some hastily composed answer.  For more about the application form, see my only post on the subject.  I know filling out forms is boring, but it is necessary.  This is is one of the easiest things to improve upon.  There is such a huge variation in the amount of information that applications ask for, that you really need to be aware of the differences.  Some applications, like HBS, don't give very much space to write anything (That is why a two-page resume at HBS is often a very good idea.), so making best possible use of the space you do have is critical.  Other applications, like Wharton's, give a significant of space to provide detailed answers. Take advantage of that space.  

#8 INTERVIEW SKILLS
Dinged after an invitation-only interview?  Chances are pretty good that you need to be focusing on improving your interview skills.  For more about how to proceed, see here. Practice with significant feedback can make a significant difference in the ultimate outcome. 

#9 YOUR RECOMMENDATIONS
Recommendations really are a critical part of the application process. If you are not getting good R1 results, you might want to closely revisit this issue.   If you have not done so, try to review the content of your recommendations. If possible, show the recommendations to your admissions consultant or whoever else can give you a second opinion. Consider changing one or more of your recommenders. Here are some questions to ask yourself:
-Do my recommenders really know me well enough to tell convincing stories about me?
-Are my recommenders providing detailed examples or just mere generalities in their recommendations?  You want the former.
- Is there total content overlap between what my recommenders are writing about because they both have had similiar experiences with me?
-If you had to write your own recommendations, ask yourself whether admissions could easily see that was the case.  If so, you have a problem that needs to be addressed.  If you have to forge a recommendation, be a good forger. I am not suggesting that one forge recommendations, but I also know that such situations are far too common.
-Did you select the kind of recommenders that a particular school is looking for.  There are some differences to be aware of. While all schools want a supervisor, the requirements for additional recommenders really varies from school to school. For instance, Stanford wants a peer recomendation, while HBS does not.   Make sure you are selecting recommenders that fit each school you apply to.
-If you could not get an immediate supervisor, did you provide an explanation in the application?  All applications have an optional essay or additional information section for explaining this, so do so.

#10 WHEN TO APPLY
If R1 is not working for you, consider when you should make future applications.  For many, this will be second round, but for some, it might be better to wait for R3 or R4 or until R1 next year.  My suggestion is to do some scenario planning in order to closely consider your timing for entry into school.  I have worked with a number of clients who realized that they really needed another year to apply because they were not ready.  Negative R1 results can be an indicator that you are really rushing things.  If you control your application timing, apply when it is to your maximum advantage.


CONCLUSION
 I hope the above is helpful.  Best of luck with your future results!

Questions? Write comments, but do not send me emails asking me to advise you on your application strategy unless you are interested in my consulting services. Please see my FAQ regarding the types of questions I will respond to.

For information about my admissions consulting services, please see http://adammarkus.com/. 

 
Before emailing me questions about your chances for admission or personal profile, please see my post on "Why I don't analyze profiles without consulting with the applicant."
-Adam Markus
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ビジネススクール カウンセリング コンサルティング MBA留学

The GMAT versus GRE: Does It Matter for MBA Applicants?

BusinessWeek has a recent article about the fact that the GRE is now being increasingly accepted by MBA programs as an alternative to the GMAT. The article explained the nature of the competition between GMAT (GMAC) and GRE (ETS), but did not actually discuss, in any great detail, the subject that most applicants are likely to be concerned about: Which test is likely to generate the best result for them? The best the article provided on this issue was the following quote from Darden Admissions Director:
"I wouldn't accept the GRE if I didn't understand what it was asking people to do," Neher says. "It's definitely not as complicated of a math test, but it still tests logic, general analytic ability, vocabulary, and reading comprehension in the same way the GMAT does," she says

Still, this is far from enough to make a judgment about which test is better to take. One clear and simple explanation for which test to take is offered by Dr. Joern Meissner, Academic Director at Manhattan Review in an article on the QS TOPMBA website:

Based on Academic Strengths and Weaknesses

• Skills: In general, if you have excellent quantitative skills, look more into the GMAT. If you have outstanding writing and verbal skills with less stellar quantitative skills, consider GRE.
• Background: If you are not a native English speaker, look more into the GMAT.

Based on Practical Factors

• What other majors you will apply for: If you are also interested in applying to other graduate programs that do not accept the GMAT, consider GRE.
• Financial Consideration: If you can not afford the GMAT, lean toward the GRE, though both exams do allow for fee waivers.
• Location Consideration: If the GMAT is not offered near you, lean toward the GRE (if it is offered near you)

In summary, based on academic considerations, native English speakers with strong writing and verbal skills and weak math skills should take the GRE. Everybody else should probably take the GMAT. Still the $100 price difference between the two tests make we wonder why GMAT should cost $250 while GRE costs only costs $150. If GRE can force price competition, that would be good thing. As someone who hates authoritarian monopolies, I can't help but cheer for the entry of GRE into the MBA application testing market. But those who play with fire might get burned, ETS itself might find TOEFL's dominance of the US English testing market (IELTS is accepted at many US schools, but outside of the UK and the rest of Europe, just not that popular) under attack when Pearson takes on the TOEFL. According to the article in INSIDE HIGHER ED, look for Pearson to start their marketing blitz in October of this year.


-Adam Markus
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