critical analysis & reasoning 1 - altius test prep · 2016-09-16 · critical analysis &...

47 | P a g e

Critical Analysis & Reasoning 1 Introduction

A Formidable Opponent: o STRUGGLES WITH THE CAR SECTION ARE COMMON: Many students, if not the majority, will find the

Critical Analysis and Reasoning section (CAR) to be the most challenging of the four MCAT-2015 sections. It is not uncommon to see a student earn in the 130 range (13 on the old scale) on the science sections and score below 127 (10 on the old scale) on CAR. A score of 127 is the approximate minimum CAR score you will need to be competitive at most schools. Fortunately, the majority of students who study and apply the Altius strategies with discipline and exactness earn scores in the 129 to 132 range (12 to 15 on the old scale). We must emphasize, however, that if you do NOT take CAR seriously and invest at least as much study time as you would for one of the science sections, you will most likely score below a 127—often well below. We commonly see intelligent students who say to themselves, “I read and write well, so I’m not worried about CAR.” To the contrary, earning a top-notch score on the CAR section will require a truly diligent effort for even the most gifted readers.

The CAR section is challenging for the following reasons:

1) Students do NOT study enough for this section. For the sciences, a good Altius student is generally consistent in studying the lesson outlines and completing practice questions. When it comes to CAR, however, there are several important strategies to review and activities to engage in, but nothing factual or concrete to memorize. This often results in students losing motivation to study because they feel there’s nothing “new” to learn. They are correct. Once you have committed to memory all of the strategies and suggestions, there isn’t anything new to know per se. However, CAR isn’t about what you know, it is about how you read, comprehend, and analyze. You cannot change how you think or read by memorizing a rule or strategy. You must practice for long periods of time, focusing your practice on applying those strategies. Through repetition and effort, you must improve your thinking, your approach, your attitude, and your habits.

2) Students aren’t sure how to study for this section. Studying for CAR won’t be like any kind of studying you’ve done before. Reviewing notes won’t be of much help. To do well on this section, you must be able to analyze your own reading habits, as well as how you think. Then you must find ways to change and improve those habits and thought patterns. Such an endeavor requires a serious degree of self-awareness. Look carefully at the strategies described in the three CAR chapters of this manual. Watch your tutor and other successful students with a careful eye. Try to mimic how they think, how they read, and how they approach the questions. Below is a list of activities that will help you along this path. However, these activities will not get you to where you need to be unless you are actively working to change and improve your thinking as you do them.

Weekly CAR Activities:

Attend all 32 Group Sessions (You will be attempting and analyzing authentic CAR passages at every Group Session).

Set aside a minimum of three (3) hours each week to focus exclusively on CAR. If the CAR section proves to be a weakness for you, double or triple this weekly time investment.

Read at least 10 CAR passages every week (not including those covered during Group Sessions).

Complete five (5) CAR Speed Drills and five (5) CAR Comprehension Drills each week. Near the end of this lesson we will explain how to complete these two drills.

Write five (5) of your own AAMC-style CAR questions every week.

Keep your MCAT Journal up-to-date with careful notes on the CAR passages you are attempting on your own, and during Group Sessions.

CriticalAnalysis&Reasoning1 Altius

48 | P a g e

3) Students underestimate the difficulty of this section. This section is extremely difficult for most students. You shouldn’t expect to do well unless you make measurable changes to your current reading habits and abilities. To perform well on the CAR section, the average student will need to make significant improvements in the following areas:

Reading speed

Reading memory

Reading comprehension

Synthesis of ideas

Differentiating logical assumptions and inferences from those that are illogical

Understanding the main idea or thrust of a complex passage

Simplifying complex passages and question stems

4) Students expect too much too quickly, or give up too easily. Major improvements in CAR performance are absolutely possible. However, such improvement will never happen overnight. Historical data indicates that humanities majors outperform science majors on the CAR section. The advantage held by humanities majors is most likely the simple result of increased exposure. Most science majors do not read very many essays. In contrast, humanities majors are often required by their classes to not only read such material regularly, but to discuss, analyze and write about it. When these same students were freshmen in Sociology 101, they didn’t have an advantage over their peers sitting in Chemistry 101. It was only after many classes, thousands of pages of assigned reading, and plenty of unpleasant essay-based exams, that it became easier for them to understand and analyze this type of prose.

Fortunately, science majors do not need to go back and get a minor in philosophy to ace the CAR section. They do need to be realistic and patient. Improvement in CAR happens slowly, but steadily, as students consistently give a focused, determined effort. Too many students go through the motions flippantly, get frustrated when they don’t see immediate, dramatic results, and in the end log very few hours of serious CAR study. The good news is, very few of those humanities majors ever made a concerted, conscious effort to develop their CAR abilities. If you take all of the CAR advice Altius gives you to heart, focus intently on improving day by day, and complete all of the Weekly CAR Activities, you can accomplish more in five or six months of purposeful effort than what most humanities majors have accomplished inadvertently by going to class and completing their assignments.

Certainly there are a few students reading this section who are humanities majors. You might be thinking, “What about me?” First, we would remind you to NOT be overconfident. The advantage most humanities majors hold over their science counterparts is very slim. Almost no one—English majors included—comes into this course with the CAR skills necessary to earn a great CAR score. They may have an advantage—a slightly shorter hill to climb—but they still have to climb the hill! If you don’t put in the same tremendous discipline and effort invested by your peers, you are still very much at risk of scoring below a 127. It won’t be much solace if you get a 125 or 126 to point out that your neighbor got a 124. If you believe your background may have given you somewhat of a head start, maximize that advantage. Turn that advantage into a solid 131 or 132 on this section of the exam; don’t settle for something in the 127-129 range.

Finally, a word of caution: Do NOT get overconfident just because you earn a few decent scores on CAR passages attempted early on in the Altius program. There is usually a test-day drop, and you need to account for that fact. On the CAR section more than any other, there can be a real difference between your critical thinking skills as you sit in relative comfort and nonchalance taking a practice exam, and your critical thinking skills when you are under stress on test day. We often speak to students who scored in the 123 to 126 range and hear an eerily similar report: “I was scoring 127s and 128s in CAR on my very first practice exam, so I decided to focus more on the sciences;” or “I hit a 129 a couple of times, and even a 130 once, so I wasn’t too worried about CAR.” Don’t allow yourself to fall into this quagmire of complacency! A CAR section score of 127 is not a safe place to be. A test-day drop of 1-2 points should be expected. Thus, a 127 should actually be considered a “safe” 125; a 50th percentile CAR score that will get you rejected from many medical schools. No Altius student should settle for less than a 128, and the majority of Altius students should be in the 129-132 range. To assure yourself of at least a 128, you need to be scoring 130s consistently on your practice exams before sitting for your real MCAT.


49 | P a g e

Lessons Learned: We have been helping students score well on the CAR section for over a decade. More importantly, we evaluate every single case. We are constantly evaluating trends in student behavior, trying to isolate root causes and predictors. Here are a few things we’ve discovered through the years:

o Take This Personally: In the end, your tutor can do less to help you on this section than on any other. That doesn’t mean the strategies and feedback we give you won’t help; they just won’t help if you don’t put in the time, on your own, in your own mind, working intensely through your own efforts, to apply these strategies on actual passages. A tutor may know that a student needs to think more carefully, or focus more intently while reading CAR passages. He or she may even share this with the student. However, given the unique nature of the CAR section, it is hard for a tutor to show the student how to do this, do it for them, or work it on the board. Because most of this goes on in one’s own head, the tutor cannot easily demonstrate it. To ace the CAR section, you will have to take the non-concrete habits, attributes, and ways of thinking described in the lessons and dedicate yourself to developing them.

o Learn Something from Every Passage: It is quite easy for students on any MCAT subject, but especially on CAR, to gloss over the mistakes they make, or to treat practice questions and passages too lightly. Make sure you learn something every time you attempt a passage. You can’t say after missing a CAR question “Oh, I just didn’t get it.” You have to figure out what mistake or weakness caused the error and how you could prevent it in the future. Always look for repeating trends!

o Do as Many Drills as Possible; Always with a Goal in Mind: After you are confident that you have memorized and internalized all of the Altius CAR skills and strategies, select one of the “CAR Improvement Goals” listed near the end of this lesson. Try to make a small improvement in that area on every passage you read or attempt that week. The next week, focus on a different goal. Continually cycle through the various goals until your exam. Determine this very minute to set apart a minimum of three (3) hours each week dedicated solely to studying and practicing CAR. If you are already struggling with CAR, increase that to six or nine hours each week.

Use the strategies and suggestions from the CAR lessons to guide you in these study sessions. We suggest that each time you sit down to study CAR you attack a minimum of three to five passages in direct succession. You will be completing five (5) CAR Speed Drills and five (5) CAR Comprehension Drills each week. These drills are designed to promote gradual improvement in speed and comprehension by repeating the same activity in rapid succession while focusing on making small improvements from one repetition to the next. Therefore, plan to do an absolute minimum of two repetitions of the same drill in one setting. Do NOT alternate between the speed and comprehension drills, but repeat multiples of the same drill type together. You are more likely to see improvement if you can do all five speed drills in one setting, and then—at a later time—do all five comprehension drills. Of course, completing five of each drill type is only a minimum. Students who are struggling to meet the program indicators are strongly encouraged to complete several additional drills each week.

The Six CAR Skills

1) SKILL #1: The Main Idea

By definition, the main idea is the purpose of the passage, the main reason for which the author wrote the piece. In simple terms, it is what the author is “getting at.” If you have ever asked someone “So what is your point?” you were really asking them “So what is your main idea?”

o Four Steps to Developing a Good Main Idea:

1) Read the entire passage slowly but deliberately. Focus on understanding the main idea and the rest of the Six CAR Skills as described below. Do NOT focus on remembering details.

2) Pause at the end of each paragraph for a few seconds and summarize what you’ve read.

3) After reading the last paragraph, ask yourself the following three questions:

“What is the author’s point?”

“What does the author want me to get out of this?”

“What does the author really care about?”

4) Write down your main idea in short-hand form on your scratch paper.


50 | P a g e

To double-check the quality of your main idea, or if you’re still having trouble deciding on one, go back to the first paragraph and summarize what was said in a few words.

Next, do the same thing for each subsequent paragraph. Now, try to say them in order fairly quickly. For example, an entire passage might be paraphrased thusly: “He talks about the importance of scientific research, then he introduces the sperm whale, then he tells us about sperm whale mating, then he concludes with a paragraph about how pollution is altering sperm whale mating patterns.”

Think of the main point of each paragraph as a single puzzle piece. Together, the author intended them to come together to make something. Ask yourself how those pieces all fit together. In our example, why did the author talk about research, sperm whales, and pollution? Was it to educate the world about sperm whales, or was it something bigger? What does he really care about? In this example from a real former MCAT passage, the author’s main point is that pollution is harming the environment and something needs to be done. He didn’t write the passage to expound on sperm whales; he wrote it because he wants something to be done about pollution. The example of the sperm whale was just a means to that end.

o Main Idea Mistakes: Below are some of the more common ways students misidentify the main idea.

Thinking that the main idea is always mentioned early in the passage.

Thinking that the main idea is always the concept that is discussed the most, or covers the most lines or paragraphs.

Mistaking examples, stories or metaphors that are used to illustrate the main idea for the main idea itself.

Creating a main idea that is nothing more than a summary of what was said. A summary is almost always a poor main idea.

Not including in your main idea what the author cares about.

o Examples of Main Idea Questions: Examples of MCAT questions that test the main idea or that require use of the main idea to evaluate the answer choices are included on the following page. It is not intended that you would be able to answer these questions correctly, because you have not read the accompanying passage. However, you should dissect them thoroughly to learn as much as you possibly can about CAR questions. Focus on the following: How are the questions presented? What kind of information do they ask for? What is their general format? What aspect of these question types is most challenging? How are the answer choices presented? What kind of information would I need to obtain from the passage to answer a question of this type? Pay particular attention to the explanations that follow each sample question. As we proceed through this lesson we will provide an example of how the MCAT has tested each of the Six Verbal Skills in the past.

IMPORTANT NOTE Ironically, your understanding of the main idea will be used least frequently to answer questions asking for the main idea (although such questions do exist). More often, this understanding of the author’s central point will be used to evaluate answers to other questions by determining which answer choices coincide with the main idea and which ones do not. If you get stuck on a question, remember that almost any question can be answered correctly by comparison to the main idea.


51 | P a g e

Sample MCAT Questions [Main Idea]

1) Which of the following statements best describes the author’s primary argument?

A) Sperm whale mating habits are altered by environmental influences. B) Sperm whales are magnificent creatures, worthy of our admiration. C) Pollution is having a more devastating impact on sperm whales than on most other species. D) Pollution is a primary cause in the extinction of many species.

Explanation: Notice that the authors have presented four options that all could appear logical or tempting. Also note that the question requires a synthesis of the main idea of the passage as a whole and that details from the passage will be of almost no use in answering this question. This is an example of a straight-forward main idea question in which you are asked to determine the author’s main point. The correct answer in this case is D. This author discussed sperm whales and their mating habits at length, but his main point was that sperm whales are one example of how pollution harms animal species.

2) In a separate article from another source, the author makes an argument in favor of federal funding for late-term abortions. Which of the following statements would most likely be found in this article?

A) Funding for abortions is justified under the “Interstate Commerce Clause” of the U.S. Constitution. B) Funding for abortions is guaranteed by the “Right to Privacy.” C) Abortion Funding is a demand of one segment of the voting public, and, where no “imminent harm”

can be demonstrated, government has an obligation to guarantee such demands. D) Because the fetus is not viable outside the womb until the third trimester, a fetus cannot be

considered a citizen and thus has no claim on enumerated rights.

Explanation: This is an example of a main idea question that does not ask specifically for the main idea, but requires that you use the main idea to select the answer. If the author made an argument for abortion funding in a separate article, it is logical to assume that he would use similar reasoning as was used in the main idea of the present article. In common MCAT fashion, terms like “Interstate Commerce Clause” and “Right to Privacy” are included in the answer choices even though those answer choices are wrong. In the accompanying article these words are mentioned, but are not part of the main idea. The author’s main point was that government has an obligation to provide something to its citizens if that thing cannot be proven harmful or dangerous. Answer C is thus correct.


52 | P a g e

2) SKILL #2: Tone

Although it is slightly less obvious than the main idea, the tone of the passage will be fairly easy to identify for most students—given sufficient practice. Identifying the tone requires observation more than inference. Think of a time when someone has said all the “right” or “polite” words, but was obviously negative, sarcastic, or upset. We refer to them as using a negative “tone.” Similarly, a mother might say to her child, “Don’t use that tone with me.” This is an excellent way to think of tone on the MCAT. If it seems to you that the author is angry, upset, excited, suspicious, paranoid, or defiant (but he or she hasn’t directly stated that they are feeling these emotions), what you are sensing is the author’s tone. Be aware that a few authors of MCAT passages have “even,” or “impartial” tones. This qualifies as the tone of the passage as much as an emotional or more obvious tone. Two examples follow of questions that test your understanding and application of the tone of the passage.

Sample MCAT Questions [Tone]

3) According to the passage, when a client reveals to his or her attorney that they have committed a crime, the attorney’s obligation is to:

A) recuse himself on grounds of prejudice. B) provide adequate and professional representation while avoiding avenues that would require the

attorney to misrepresent his knowledge of the client’s guilt. C) provide adequate and professional representation, including whatever means are necessary to free

his client of the charges presented. D) encourage his client to enter or negotiate a plea bargain to ensure that justice is served.

Explanation: The associated passage does not contain any specific statement as to what the author believes would be the best action in this scenario. The MCAT authors expect, however, that by reading the passage you should get a general idea of how he or she thinks an attorney should approach the representation of guilty clients. This idea is revealed in no more than a few key words here and there that indicate a certain tone. The author seems to indicate that he isn’t exactly comfortable with representing guilty clients. Thus, look for the answer that seems to match that tone. B is the correct answer.

4) Given the author’s statements regarding classical Greek art, he or she would most likely give a favorable review to a painting that:

A) demonstrates reckless abandon with respect to form and color. B) depicts scenes of nature in realistic ways. C) elicits responses in the viewer that may lead to more liberal interpretations. D) provides an alternative perspective on everyday objects.

Explanation: The accompanying passage outlines the author’s viewpoint that painting should abandon conventions and extend outside of societal norms and expectations. This makes answer choices A, C and D possible, andanswer B less likely. However, these three choices are quite similar. The only difference is one of tone. The author made the point in the passage that because paintings are interpreted differently by each viewer, it is too concrete to state that a specific painting “is anything.” Answer C is a better match to that tone. “Elicits” is a softer word than “demonstrates,” “depicts,” or “provides.” The latter three words have a more “concrete” tone. Note that tone is often revealed by only a few words in the passage, or even a single word in an answer choice.


53 | P a g e

3) SKILL 3: Arguments

You will need to develop a keen ability to determine the structure and purpose—and judge the efficacy of—each argument made by the author of an MCAT CAR passage. This skill helps you to answer two closely-related question types.

First, the MCAT will test your ability to clearly understand why the author chose to write certain things. Did he or she include a quote or statement as evidence to support a claim? Did the author include a certain paragraph to draw into question some other theory? This type of MCAT CAR question will ask something like this: “The author most likely included the story of the ‘Lone Bear’ to illustrate which of the following points?” or “The opinions of Freud cited in the passage support which of the following arguments made by the author?”

Second, for any statement or argument made by the author, you will be required to judge how well that assertion was or was not supported. For example, a question might ask you this: “The author’s assertion that evolution is a questionable scientific theory is: a) strongly supported by explanation and example, b) weakly supported, c) supported by quotes and testimonials, d) not supported at all.” Another common question type asks: “Which of the following arguments of the author was NOT supported clearly by evidence, example, or citation?” For MCAT purposes, the word “support” is a very loose term. They consider the author to have “supported” his or her claim if he or she cites an author, gives an example, or even just discusses it at further length. In other words, don’t be looking for things to have been “proven” in the strict scientific sense of the term.

Finally, note that the author will always use supportive details or examples that coincide logically with his or her main idea. In almost every case, the reason given for why an author used a specific argument will coincide logically with the author’s main idea. An example of an MCAT question that tests your understanding of the author’s arguments is given below.

Sample MCAT Question [Arguments]

5) The author’s citation of William Frailey serves what primary purpose in the passage?

A) Frailey’s comments support the author’s assertions regarding agricultural reductionism. B) Frailey’s comments provide an example of what happens when farmers fail to include market

forecasting in their economic plan. C) The author refers to Frailey as an expert in the field to add a sense of authority given the author’s

minimal experience in agricultural economics. D) The author cites Frailey to draw into question the status quo employed by proponents of traditional

farm economics.

Explanation: To answer this type of question correctly, you must first remember the gist of the author’s citation of Frailey. More importantly, however, you must be able to decide with a “big picture mentality” why the author decided to cite him. There will be no time to go back and re-read this entire section, so you should rely on your overarching understanding of the author and the passage. In the accompanying passage, Frailey’s comments described alternative approaches to agricultural economics, making D the best answer.


54 | P a g e

4) SKILL 4: The Author

You will need to determine from the passage as much about the author as possible. Look for his or her opinions, attitudes, likes, dislikes, beliefs, character traits, etc. Whenever you come to a question that says, “According to the passage,” or “According to passage information,” immediately replace the word “passage” with the word “author.” It is the author we are most concerned about. His or her opinions can be used with amazing accuracy to distinguish between correct and incorrect answer choices. On some questions, it will be very clear that the question is asking you to interpret or apply the author’s opinion as revealed in the passage. On many other questions, however, the fact that you should be using the author’s opinions to answer the question will be much less obvious. Two examples of questions that test your understanding of the author follow. The first question is fairly straight-forward. The second question may seem a bit more obscure. It is answerable, however, by simply applying to an external scenario what you can infer about the author from her writing.

Sample MCAT Questions [The Author]

6) If the author were to describe art in a single word, he or she would most likely describe art as:

A) infinite B) esoteric C) adaptable D) enjoyable

Explanation: This question is fairly simple if you have a good idea of the author’s opinion on art. You might assume this question came from a passage about art. Actually, it came from a passage about philosophy. By paying special attention to clues about the author in the passage, however, you can deduce that she favors non-scientific disciplines as a form of relaxation. It would be logical, therefore, to imagine her describing art as “enjoyable.”

7) Suppose a literary critic wrote a harsh critique of the Abolitionist Movement and published it in a prominent academic magazine. It is most plausible to believe that the author of this passage would:

A) never read the critique because she is an artist and does not read scientific journals. B) respond to the article with a strongly-worded letter to the editor defending her position. C) be relatively unaffected by the critique because she does not associate herself with the Abolitionist

Movement. D) sue the magazine for publishing unsubstantiated libel and slander.

Explanation: As you might have guessed by now, the associated passage did not discuss any such scenario, nor give any specifics as to how the author might respond. It did, however, reveal a lot about the author’s general tendencies and traits. One can infer from the passage that the author can eloquently debate such topics, but is unlikely to be motivated enough to pursue activism for either side of the issue. This makes C the best answer.


55 | P a g e

5) SKILL 5: Contrasting Theories

This refers to any time the author contrasts, compares, or simply presents, varying viewpoints, theories, experiments, or ideas. Examples might include two different theories explaining how clouds form or two psychologists’ opinions on behavior.

When you encounter contrasting theories you should make a brief note describing the gist of each theory on your scratch paper (see The “T” Method discussed later in this lesson). The contrasting points need not be theories per se. For example, this question type has been asked with respect to a passage that simply described the characteristics of four different paintings. On all contrasting theory question types, your primary goal should be to understand and recall the central thrust of each concept, competing theory, or listed feature. On some passages, the focus of the passage itself is the comparison of contrasting theories or viewpoints. For example, the entire essay is about four competing forms of government. In such cases, it will be fairly easy for you to recognize them as “contrasting theories” and then remember to focus on this skill as you answer the questions. At other times, however, authorities, authors, or artists are only mentioned in passing. When this occurs, it may be easy to gloss over the contrasting points.

When more than one of any of the following appear in a passage, treat them as contrasting theories. Ensure that you understand the gist of each point before attempting the questions.

1) Theories/Hypotheses

2) Viewpoints/Philosophies

3) Authorities/Critics

4) Authors/Their Works

5) Artists/Their Works

6) Historical Figures

7) Experiments

8) Opinions

9) Organizations/Institutions

10) Objects

What do we mean by an object? It could be something like a list of different bones, artifacts, or ruins discussed in an archaeology passage. In such a passage, there is a good chance they will expect you to be able to differentiate between each item described in the passage.

A few examples of the Contrasting Theories question type are given on the following page.


56 | P a g e

Sample MCAT Questions [Contrasting Theories]

8) Which of the following statements is most likely to be found in a paper by B.F. Skinner describing his views on the origins of human behavior?

A) Adult human behaviors are traceable to early experiences in childhood. B) Adult human behaviors are traceable to consequences. C) All observable behavior is an outcropping of repressed tendencies and desires. D) Most behavior is dictated by one’s position among various psycho-motor developmental stages.

Explanation: The associated passage outlines three of the major viewpoints in psychology regarding behavior, and cites those persons primarily responsible for each movement. B.F. Skinner is mentioned briefly and we learn that he favors the concept that behavior is the result of conditioning by external feedback. This makes B correct. The other answer choices given are wrong, but perhaps tempting, because they accurately reflect aspects of the other two theories. Also note that in the passage Skinner’s viewpoint was described as being dependent on “external feedback.” In the answer choices the correct answer used the term “consequences.” Many students get stuck on such questions, expecting that the words must match.

9) A new manager in a large steel factory attempts to increase productivity by implementing a bonus program. Each worker on the assembly line receives monetary rewards or prizes for every 10-hour block during which they make no errors and cause no stops in production. This program is most closely associated with which of the following authorities cited in the passage?

A) B.F. Skinner B) Jean Piaget C) Sigmund Freud D) Alexander Hamilton

Explanation: In this contrasting theories question type, you are expected to take your understanding of the different theories or authorities and apply it to an outside context. A is the best answer. The manager is creating consequences or external feedback that will reinforce desired behavior. This is most in line with B.F. Skinner’s views on behavior.

10) An art critic wrote the following: “This work extends beyond the comfortable and forces the viewer to acknowledge that which is deep, dark, and unseemly.” This critic was most likely referring to which of the following pieces of art described in the passage?

A) Awake at Midnight B) The Water Lilies C) Long Live The King D) Geneva

Explanation: In the accompanying passage, multiple paintings are mentioned and the MCAT authors are testing you to see if you understood the differences between them. Answer C happens to be the correct answer.


57 | P a g e

6) SKILL 6: Inference and Logic

The MCAT requires you to make mild logical inferences. The choice of the word “mild” is important here. Mild means you will not be required to make broad inferences that are beyond what is fairly obvious based on passage information. The MCAT strives very hard to be a fair, consistent test. They will never require you to make a broad inference because broad inferences become questionable and difficult to justify. The definition of “infer” is to draw a conclusion from observed facts or premises. An example is useful to illustrate how to properly “infer” on the MCAT. When we see smoke, it is logical to infer that there is a fire somewhere producing that smoke. Based on this information alone, it would be a broad inference to conclude that the smoke is coming from a fire caused by an exploded bomb. While it certainly could be from a bomb, it is not logical to assume that it is without further information.

o Logic: To make a correct inference requires that the inference be “logical.” The word “logic” has developed many common uses, but the word was originally defined as a tool of argument. According to logic, certain facts or premises present a situation in which it is self-evident to assume a second fact or premise. In the jargon of “logic” it is said that “B follows A.” The term “follows” means that it is a simple conclusion that would be obvious and would, presumably, be readily accepted, even by one’s opponent in the argument. The previous example of assuming fire when seeing smoke is a logical argument. To be considered logical, the “jump” from known fact to assumed conclusion must not be too large. Figuratively, you could use logic to jump across a small creek, but not to span the Grand Canyon. This criterion is why seeing smoke and assuming fire is logical, but assuming an exploded bomb is not. The MCAT will offer you tempting (but incorrect) answer choices that exceed the limits of logic.

Sample MCAT Question [Inference & Logic]

11) In the story cited in the passage, Dr. Barns moves away from Bentonville after his altercation with Mr. Greeves because:

A) he believes Mr. Greeves may try to kill him. B) he has found a new job in another town; his move is unrelated to Mr. Greeves. C) he wishes to avoid future confrontations. D) his wife Sasha is afraid of Mr. Greeves and she convinces Dr. Barns to move.

Explanation: The associated passage is a literary critique of a novel. The people mentioned are characters in the book. There is no specific mention of why Mr. Barns decides to move, other than the fact that he has recently had an altercation with Mr. Greeves. As a result, our selection of the correct answer relies entirely on inference and logic. It is a fairly small “jump” to assume that if someone had an unpleasant altercation with another person, that person would want to avoid any future confrontations. This makes Answer C the best choice. Without any additional information, the reasons given in the other options are too specific. Sasha isn’t even mentioned in the passage and there are no allusions to death threats or new jobs.


58 | P a g e

CAR Strategies & Tips:

o FOCUS ON THE BIG PICTURE: As you read, focus exclusively on big-picture concepts such as the main idea, the author’s opinions, tone, etc. Pause to ask yourself questions about the Six CAR Skills as you read, such as: “What is the author getting at?”; “What was the point of that paragraph?”; “What is the author’s opinion?”; “What is the author’s tone?” and so forth. As you finish each paragraph, briefly note the main idea of that paragraph on your scratch paper. Remember, however, that you are trying to understand the Six CAR Skills only, none of which requires remembering facts or details. Thus, your brief notes should be on the main idea or gist of each paragraph, NOT on specific details. We find that students who struggle to finish reading in the time allotted are almost always stopping or re-reading in an attempt to remember details.

o READ ACTIVELY: Read as if you really enjoy the subject and find it intensely interesting—even if you do not. As you read silently, make sure that you can hear the words out loud in your head. Your brain has two stages, a front and a back. The front stage is where the reading and listening will be going on. In the back of your mind (rear stage), as you read, allow your brain to constantly define words and assimilate meaning. In the following script, the regular text is what you are reading and the text in parentheses is what you might be thinking in the back of your mind:

“The post-Soviet Union economy (O.K., we’re talking about the economy after the collapse of the Soviet Union here) suffered a devastating (Devastating means very severe, destructive, etc.) blow in 1994 when numerous oil pipelines in former Soviet-bloc countries (Countries that used to be in the Soviet Union) were closed down.” (The pipelines shut down and the economy suffered.)

Practice this technique until it is second-nature to you. Use it whenever you read anything from now until the MCAT. It may appear that it would take a long time to read this way. In fact, it will actually require less time, because it will prevent the need to re-read after letting your mind wander. Remember that you are not stopping in your reading to think these things; you are just letting them run in the back of your mind. Not surprisingly, this is how you read naturally when you are very interested in a subject. As you read, in the back of your mind you are constantly reacting and assimilating (“Oh, I’ve always wondered about that,” or “Oh, so that’s how they do that,” etc.).

o DO NOT UNDERLINE OR HIGHLIGHT! As much as this may be a part of your habit when reading or studying, you must NOT do it on the MCAT-2015 CAR Section. The very purpose of underlining or highlighting is to emphasize details. Focusing on details will quickly kill your CAR score. Details never help you answer the questions correctly. To answer the questions correctly, you must have a broad, big-picture understanding of the author, the tone, the main idea, the arguments made, and any contrasting theories. Focusing on details only distracts from these core competencies.

In addition, details have one other sinister effect. MCAT-2015 CAR passages often cover very esoteric subjects, such as modern art, or musical theory. Most science students find such subjects excruciatingly difficult to understand. The more you focus on details, the worse this problem becomes. The result is discouragement. More than one student has finished such a passage and told his or her tutor “I have no idea what that just said.” The key to tackling such passages is to look beyond the surface details. Keep in mind, you often do not have to understand exactly what the author is talking about; you only have to figure out his or her main idea, the tone he or she is taking, what he or she cares about, and so forth. This is actually pretty doable, even if you don’t understand the specifics of the passage.

IMPORTANT NOTE

Although we strongly discourage you from underlining or highlighting, we strongly encourage you to briefly annotate the main idea of the passage, the gist of each paragraph, and the main ideas of any contrasting theories. Approach this annotation using The “T” Method described on the following page. When you highlight you are isolating or emphasizing details and specifics. When you annotate you should be making note of big-picture observations and conclusions.


59 | P a g e

o DO NOT GO BACK TO THE PASSAGE: Despite students’ strong tendency to want to return to the passage to “look up” answers, there is almost never any benefit in returning to a CAR passage once you have begun answering questions. You will serve yourself much better if you take a moment to think back through the author’s opinions, the tone of the passage, the main idea, etc., and compare that to the answer choices you are evaluating, than you ever will by going back to the passage. Remember this important take-home message:

The wrong answer choices on MCAT-2015 CAR passages are almost always quotes or true statements taken from the passage!

When most students see such a quote or statement, they have an almost uncontrollable urge to mark it as the right answer. If they go back to the passage and happen to see one of the answer choices in the passage, that urge becomes overpowering. You should never mark an answer just because you “recognize it” from the passage. You should only mark an answer as correct because you have evaluated it using the Six CAR Skills, applied the appropriate tips and strategies, and have determined it is the best logical fit for all those criteria. You are looking for big-picture answers such as opinion, main idea, tone, etc. These are not listed or described anywhere in the passage, so going back to look for them is nonsensical.

Rare Exceptions: Once in a great while, on a small handful of questions, a student may benefit from a quick glance back to the passage. However, these are true exceptions that must be treated with great care. If we were not intent on helping our students earn perfect 132 scores on the CAR section, we wouldn’t even discuss the exceptions. You can easily earn a 130+ CAR score by being great at the fundamentals taught in this lesson and ignoring the exceptions.

Here are the exceptions; cases for which it may be wise to briefly return to the passage. First, if the question stem cites a very specific name or term, and you do not recognize that name or term at all, you may want to glance back quickly to refresh your memory.

Second, if the question asks for the meaning of a vocabulary word “in the context of the passage,” it is always wise to go back and briefly read one or two sentences before and after the word. Third, in extremely rare cases, the MCAT has asked a CAR question that would involve a mathematical calculation, large numbers, or a specific date. In these cases, it would be logical to return to the passage as needed to carefully verify that information. Outside these three specific exceptions, avoid going back to the passage like you would avoid an infectious disease.

Even when you do decide to go back to the passage, you must strictly limit yourself to 10 to 15 seconds. Remember, you still have to answer the question, and you only have one minute per question. One of the major problems with going back to the passage is that it is very easy to spend too much time doing so. Spending too much time returning to the passage will cause you to go over your time limit for that question. In turn, that will cause you to fall behind on that passage. Soon, your timing is thrown off for the entire section and your score drops precipitously. It is always better to miss one question than to get behind on your timing!

o AVOID DEFINITIVE ANSWER CHOICES: Definitive answer choices contain words like ALL, ALWAYS, NEVER, MUST, etc. These answers choices will be wrong about 85% of the time. Also be aware of definitive answers that may not contain these key words but are still too strong or dramatic to match the tone of the passage. The correct answer choice is often the only answer choice that contains soft qualifiers like “sometimes,” “some,” “maybe,” “perhaps,” “usually,” “could,” etc. Please note, however, that this is NOT a hard and fast rule. Occasionally, the correct answer includes a fairly definitive term. So, the bottom line is, you must use your brain! Don’t mindlessly pick an answer just because it contains a soft qualifier, and don’t immediately dismiss an answer just because it contains a definitive term. Use this as one of several factors you consider as you evaluate all four answer choices.

IMPORTANT NOTE The rules for CAR passages and those for science passages (BB, CP or PsS) are exactly opposite. You should NOT go back to the passage on the CAR section. However, on science passages we encourage you to revisit relevant sections of the passage as often as you care to do so. The difference? Science passages have many details you need to abstract from the passage, such as data from tables, structures, acronyms, functions, or cascades. By contrast, the CAR section is all about AVOIDING details and looking at the big picture. Details on the CAR are usually integrated into the WRONG answer choices.


60 | P a g e

CAR Skill Development Program:

o DIVIDE AND CONQUER: Progress in the CAR section can be long on effort, and short on visible reward. In almost every case, if you are putting in the work, you are making progress that you simply are not recognizing. To help you through this process, we have divided the CAR lessons into three private tutoring sessions spread out about once every six weeks. Each session will have milestones for you to reach BEFORE the associated session. This will help you stay on track and measure your progress in a more visible way.

o LEVEL ONE LEVEL TWO LEVEL THREE

The Matrix Method The “T” Method The Mathematical Method

The three levels described above represent a gradual progression from 1) lengthy note-taking and summarization of the passage you are reading, to 2) more advanced synthesis and categorization of what you have read, and, finally, to 3) high-level executive processing and analysis. You will begin this process by taking detailed notes on each of the Six Verbal Skills as they apply to the passage being evaluated. By the time you reach the third level, nearly all of this analysis will occur in your head; aided by ultra-short mathematical or schematic note-taking. This three-step process is coordinated with the three CAR lessons included in this manual. Every six weeks, you will progress to a new method of note-taking, achieve specific milestones, and seek to replicate the hallmarks that describe your current progression LEVEL: 1, 2 or 3:

LEVEL ONE: PRACTICE AND FAMILIARITY – Begin at the CAR 1 Lesson; Finish Before the CAR 2 Lesson

Hallmarks = During Level One, reading retention is relatively shallow and short-term. It may be difficult to remember what you have read by the end of the passage. There may be considerable re-reading or confusion. CAR study time and practice involves heavy note-taking and extensive passage analysis.

Your focus during Level One is to become intimately familiar with the kind of information the AAMC expects you to garner from each passage.

You will practice thoroughly breaking down a CAR passage into its components, noting in detail how the passage information applies to each of the Six CAR Skills. During this time, it is more important that you are thorough, and that you make recognition of the Six CAR Skills second-nature, than it is that you finish on time. The standard CAR timing of four minutes per passage can be set aside temporarily as you develop the skills necessary to analyze an essay in the way the MCAT requires. You will still be completing weekly CAR Comprehension Drills (which have a time limit of three minutes), so you won’t lose track of timing completely during this short-term detour. You will be authoring five (5) of your own AAMC-matched CAR questions each week, but creating perfectly-matched AAMC questions on your own is difficult. Rely heavily on feedback from your tutor and the members of your SRS Group to improve the accuracy of your AAMC CAR questions.

LEVEL TWO: ANALYSIS AND CATEGORIZATION – Begin at the CAR 2 Lesson; Finish Before the CAR 3 Lesson

Hallmarks = Reading is noticeably more active and intentional. You have become noticeably better at summarizing and categorizing salient points quickly; then representing them in shorthand notes on your “T-Chart.”

Your focus during Level Two is the ability to read a complex paragraph and boil it down to its most important points in only a few seconds.

You begin to attack the passage with purpose, rather than feeling uncomfortable or intimidated. Your confidence with reading has increased, and you have developed the ability to recall the majority of what you have read. Heavy note-taking has been replaced with more brief, big-picture reminders. You may not be totally comfortable reading a challenging CAR passage and synthesizing the perfect main idea within three minutes, but you can do so. The Six CAR Skills are now second-nature. Your increased familiarity with the AAMC CAR question blueprints allows you to view all CAR questions as simple repeating patterns. You can easily identify concepts that are likely to be tested, that have been tested in the past, or that would make good additional questions if added to the current passage. The AAMC questions you have authored are not perfect, but they are very close.


61 | P a g e

LEVEL THREE: SYNTHESIS AND MASTERY – Begin at the CAR 3 Lesson, Finish Before Your Last Altius Tutoring Session

Hallmarks = Reading is aggressive, purposeful, organized, and effective. You read with confidence, knowing exactly what you need to draw from each paragraph. You are intimately familiar with the concepts and nuances most likely to be tested.

Your focus during Level Three is the ability to read any complex CAR passage with absolute confidence, predict the information you will need, and

summarize that information in short, mathematical symbols.

Most, if not all, of the detailed note-taking and diagramming you used during Levels One and Two now goes on completely in your head. You rapidly summarize the most important points from each paragraph and gradually synthesize them into a cohesive whole. On your scratch paper, you jot down simple schematic or mathematical relationships to keep them 100% clear while you are answering the questions. You are intricately familiar with each CAR blueprint and can think of multiple examples from the Group Sessions or practice materials of when the AAMC authors have used that approach. You have achieved mastery level with respect to CAR analysis and can now author your own perfectly-matched AAMC questions with ease. Having achieved this mastery status, you give back to others by mentoring other students who are struggling in their CAR Skills Progression.

o CAR 1 Chapter: LEVEL ONE GOALS & MILESTONES Accomplish these goals before the CAR 2 lesson

#1: Master the CAR 1 chapter of the Student Study Manual perfectly. Two weeks from now, have your tutor drill you on the Six CAR Skills, the CAR strategies, and the CAR tactics, to ensure you have retained this important information long-term. CAR skills and reminders are an excellent addition to your Anki notecard set.

#2: Master all twenty (20) of the AAMC CAR Blueprints [outlined in the tables at the end of this lesson]. Know them by name, and be able to recognize them quickly on practice materials. Write two or three of your own AAMC CAR questions matched to each CAR blueprint. Your sample questions can be written for passages from the CAR Workbooks.

#3: Master The Matrix Method described at the end of this lesson. Be able to dissect a passage completely, pinpointing every possible application of the Six CAR Skills.

#4: Demonstrate appropriate use of The Matrix Method on a minimum of forty (40) CAR Speed Drills (use passages from the CAR Workbook). Show all forty matrices to your tutor and ask him or her to review them for quality and accuracy.

#5: Record one entry in your MCAT Journal for every CAR passage you attempt during Group Sessions (you will attempt one or two CAR passages at every session). Provide a detailed analysis for each passage. Include what you learned, and how you will improve next time. Maintain a 100% attendance record at Group Sessions during this time.

#6: Complete all assigned CAR Speed Drills. You should still be completing five (5) CAR Speed Drills weekly during LEVEL ONE, but speed is not your primary concern. If you are able to shave a minute or two off of your reading time, that will suffice for now. Focus intently on the Comprehension Drills and ensure that you are analyzing each passage as completely as possible.

o CAR 2 Chapter: LEVEL TWO GOALS & MILESTONES Accomplish these goals before the CAR 3 Lesson

#1: Mastery Check: Have your tutor do his or her very best to find something you cannot remember from the CAR 1 Lesson. This should include the Six CAR Skills, the CAR strategies, and the CAR tactics—the mastery of which was GOAL #1 from LEVEL ONE. Prepare and practice beforehand to make sure you shine.

#2: Master the “T Method” outlined in the CAR 2 Lesson. This is a more advanced method that requires more active reading, more retention, and less-detailed notes. You will learn how to complete a “T Chart” at the end of this lesson.

#3: Demonstrate appropriate use of The “T Method” on a minimum of forty (40) CAR Speed Drills (use passages from the CAR Workbook). Show all forty “CAR T’s” to your tutor and ask him or her to review them for quality and accuracy.


62 | P a g e

#4: Author two (2) perfect-match AAMC CAR passages. To qualify for “perfect-match” status, you must demonstrate to your tutor the exact CAR question blueprint illustrated by each question, how your answer choices mimic specific answers and distractors you have seen previously, and how the reasoning or critical thinking required by your questions matches that employed by the AAMC.

#5: Hold a CAR-Themed SRS Group Meeting: Take the lead in organizing and implementing a CAR SRS group meeting. Present to your fellow students the two perfect-matched AAMC passages you have written for GOAL #4. Treat the meeting much like a Group Session, with you acting as the tutor-mentor. Have the group attempt your passages and then discuss and analyze both passages. Ask for specific feedback on the quality and fairness of your questions. Your meeting will be most effective for everyone involved if you coordinate with three to five other students who are also on LEVEL TWO. This will allow everyone in attendance to attempt and analyze six to ten well-written AAMC-like passages. Invite fellow Altius students who may be struggling with the CAR section.

#6: Speed Drill Time = 3 to 5 minutes. By the end of LEVEL TWO, before attending the CAR 3 tutoring session, you should have your Speed Drill time down to within two minutes of the eventual target, which is three to four minutes.

o CAR 3 Chapter: LEVEL THREE GOALS & MILESTONES Accomplish these goals before your final Altius tutoring session

#1: Mastery Check: Have your tutor do his or her very best to find something you cannot remember from the CAR 1 Lesson. This was GOAL #1 from LEVEL ONE. Prepare and practice beforehand to make sure you shine.

#2: Master the “Mathematical Method” outlined in the CAR 3 Lesson.

#3: Demonstrate for you tutor at your final tutoring session how to apply the Mathematical Method on two of the most challenging passages from the CAR Workbooks. You are now a confident and aggressive analyst of literature who attacks passages to quickly abstract the information necessary to answer the questions you already know the AAMC will be asking. You can quickly boil a complex passage down to succinct relationships, schematics, or mathematical equations.

#4: Author two (2) more AAMC-matched passages that are as accurate as those presented in the Altius program, or on the AAMC practice materials. These should be noticeably better than the first two passages you created prior to the CAR 2 Lesson, and shared during your CAR-Themed SRS. Discuss with your tutor what you have learned about the AAMC CAR authoring style and how you have applied those principles to these passages. Altius will be holding a “CAR Marathon” event once each year featuring several hours of CAR practice and analysis. This marathon will feature these perfect-match AAMC passages created by Y-O-U, our former students, turned MCAT CAR experts. Be nice to next year’s students and give them something really good!

#5: Speed Drill Time = 4 minutes or less. Before you meet for your final tutoring session, you MUST have your CAR Speed Drill time under four minutes. This is a prerequisite to sitting for your actual exam. As part of LEVEL THREE, your goal should be to reach a point at which you FEEL confident reading and analyzing CAR passages in four minutes or less.

o Now you have the roadmap. The foregoing has been a preview of the three-step process you will use to grow from CAR novice to CAR master. Think of it as a roadmap to success. From here on out, just make sure you stay on track. Never allow yourself to fall short of one of the goals or milestones associated with each progression level.


63 | P a g e

CAR Improvement Goals

Introduction: As has been mentioned previously, one of the keys to earning a top-notch CAR score is to make gradual, consistent improvement over time. This is best accomplished by attempting a large number of CAR drills, always with a specific goal in mind.

Every single time you attempt a CAR passage you should set a goal to improve your performance on one of the CAR Improvement Goals.

During your weekly CAR study block, attempt multiple passages, one right after the other. Focus on one of the following CAR Improvement Goals. Focus intently on making improvements in that area from one passage to the next.

o Focus: How well do I keep my mind focused on the passage? Do I let my mind wander to outside

things? Am I actually thinking about timing, or the difficulty of the passage, or worrying, or something else, instead of thinking about what I am reading?

o Speed: Am I finishing the passage in less than four minutes? Finishing the passage in three-and-a-half minutes leaves you 30 seconds to write down the main idea and/or complete a “T Chart.” Early in LEVEL ONE, you won’t be very concerned about speed. By LEVEL TWO, however, it should be a primary concern. Your timing must be perfected by LEVEL THREE.

o Memory: How well do I remember the last two sentences I just read? How well do I remember the gist of the first paragraph by the time I read the last paragraph? You can improve this by simplifying what you read and very quickly summarizing it. You can ask yourself: “What is the point of what’s been said so far.” As you keep reading, keep adding to and adjusting this answer.

o Synthesis: After finishing the passage, how well can I quickly recount the main idea of each paragraph, and then assimilate them into a coherent whole? If needed, you can quickly look back at each paragraph to refresh your memory.

o Main Idea: How accurate are my main ideas? Am I writing them down? Am I confusing points, arguments or examples for the main idea?

o Simplifying: Am I getting caught up in the complexities or vocabulary of the passage? Can I retain the main, important trends and arguments, even if I don’t understand some of the details? How well can I simplify a long, complex question stem?

o Inference: Do I take everything literally? Am I making logical assumptions that are not easily justified? Are there multiple steps involved in my logic? Usually, the AAMC questions stick to fairly overt, single-step logical inferences. Try asking yourself several times during your reading, “What can I infer from that statement? What else could I assume or deduce given that statement or argument? What can I infer from the author’s opinions, attitudes, or tone?


64 | P a g e

CAR Drills

How to Complete a CAR Speed Drill:

Complete five (5) Speed Drills each week. Every Altius student is expected to complete five (5) CAR Speed Drills per week. A Speed Drill is conducted as follows:

1) Select a Passage: The CAR Workbook, available via your online student portal, is your primary resource for AAMC-style CAR passages. If you use up all of these passages and need a few more, any humanities passage of approximately 500-650 words will work. Select challenging literature in areas such as art history, philosophy, music theory, psychology, anthropology, sociology, or political science. Your tutors can direct you to specific online resources featuring these types of literature.

2) Read the Passage Leisurely: [start a timer] Read the passage at whatever speed necessary to ensure a nearly-perfect mastery of the passage content and the Six CAR Skills [stop the timer]. Make a note of how long you spent reading and analyzing the passage. In the beginning, some students may need as much as 15-20 minutes to achieve nearly-perfect mastery.

If your mastery of the passage is sufficient, you should be able to recall the basic gist of each paragraph, have a solid, well-developed main idea, understand every major argument or assertion made by the author, recall how the author supported (or failed to support) each of his or her arguments, understand the author’s opinions, develop a solid grasp of the tone of the passage, and—finally—understand the gist of all contrasting theories, philosophies, or points of view.

3) Complete a CAR Worksheet: To ensure that you have truly mastered all of the items we just reviewed, fill-out a CAR Worksheet in detail, from memory (i.e., you may NOT refer back to the passage while completing the worksheet). If you struggle to do so, this is an indication that you need to allow yourself more time to read and analyze the passage. In other words, you are NOT reading long enough to achieve nearly-perfect mastery—which is a requirement for each CAR Speed Drill. Without reaching that mastery level, your Speed Drill Time is inaccurate. For example, you may be reporting your Speed Drill time as 12 minutes, but in reality it might take you nearly 20 minutes to truly master the passage to the level required. If this is the case, do NOT go on to Step 4 until you are confident that you have identified your “maximum start time”—the true amount of time you currently need to develop the “nearly-perfect mastery” we have described.

Some students feel tempted to skip Step 3, reading passages and trying to gradually reduce their time, but not completing the worksheets. Without filling out a detailed worksheet, you cannot determine that you have maintained a “nearly-perfect mastery” of the passage. It is during the completion of the CAR Worksheet that most students recognize that they may be reducing speed too quickly at the expense of comprehension. In any event, cutting corners just means you are veering away from the proven Altius program. Those who veer from the program always see their scores veer off track as well. Trust us. Stick to the program.

4) Repeat and Decrease: Once you are confident that your maximum start time is sufficient for nearly-perfect mastery of the passage, repeat Steps 1 through 3 for different passages. During each subsequent Speed Drill, you must maintain the same level of mastery, while shaving off just a few seconds from your time. If you try to shave too much time off your reading time, you may notice your mastery of the passage suffering. If this happens, add back a few seconds to your time. Ever so gradually, in increments of 10 seconds per drill or less, work yourself from your “maximum start time” all the way down to your ultimate goal of three-and-a-half minutes.

Illustration: As an example, if Student A has a maximum start time of 15 minutes, she would need to shave 11½ minutes off of her reading time in order to reach her target of 3.5 minutes. If she shaves off an average of ten seconds per Speed Drill, she will need to do 69 Speed Drills to reach her goal. If she does the five (5) drills each week required by the program, she will reach her target time at approximately week fourteen of the Altius program. Even for students who have major struggles with CAR, or for whom English is not their first language, a max start time of 15-20 minutes is usually reasonable. If you struggle to shave off 10 seconds per drill, don’t be alarmed. Even at a rate of 5 seconds per drill, you can go from reading a passage in 15 minutes to reading it in 3 minutes (at the same comprehension level) in about six months. Of course, doing more drills per week can help you reach your target reading speed more quickly. The amazing thing about these drills is that, if you take them seriously and approach them systematically, almost anyone can make monumental changes between the beginning and the end of the Altius program. They KEY is to shave time off GRADUALLY, while tenaciously clinging to the same level of “nearly-perfect mastery.”


65 | P a g e

How to Complete a CAR Comprehension Drill:

Complete five (5) Comprehension Drills each week. While the Speed Drill isolates speed, attempting to increase reading speed while holding comprehension constant, the Comprehension Drill does the inverse. Comprehension Drills isolate comprehension, holding reading speed constant while gradually increasing comprehension. Used together, they have a powerful synergistic effect. By doing five of each drill, each week, students simultaneously improve both speed and comprehension. Each drill becomes easier over time as a result of the work done on the other drill type.

1) Select a Passage: Use the same resources and passage types used for the Speed Drills.

2) Read the Passage in 3.5 Minutes: [start a timer] Read the passage at a speed that will allow you to finish the entire passage in under 3.5 minutes [STOP when the timer reads 3.5 minutes]. On Comprehension Drills you must stop when the timer reaches 3.5 minutes, even if you have not yet finished the passage. For this reason, a count-down timer with an alarm would be ideal.

3) Complete a CAR Worksheet: From memory, without looking back to the passage, fill-out a CAR Worksheet in as much detail as possible. Write down everything you can possibly remember from the passage. If you didn’t finish the passage—or if you finished, but remembered very little of what you read—don’t get discouraged. Just try to do a little better on your next attempt.

4) Repeat and Increase: Repeat Steps 1 through 3 for different passages. During each 3.5-minute attempt, try to gather and remember a little more information about the Six CAR Skills. Push the limits as far as you possibly can. We have seen a few students who—after months of very gradual improvement—have reached the point where they could almost re-write the passage verbatim. Of course, that won’t be necessary for the MCAT, but you should at least reach the point where you can reproduce on the CAR Worksheet every significant point from the passage.

Your Ultimate Goal: The ultimate goal is to have your Speed and Comprehension Drills meet one another in the middle. As you gradually increase what you can analyze, remember, and write down within 3.5 minutes, you should eventually reach the point where your CAR Worksheet for the Comprehension Drill is as robust and complete as the ones you were filling-out at the beginning of your Speed Drills (after reading leisurely for your “maximum start time”). Similarly, as your Speed Drill times gradually decrease—while clinging to that “nearly-perfect mastery” of the passage—you should eventually shave your reading time down to 3.5 minutes. In other words, your comprehension has reached its target, and your speed has reached its target—they are now at the same location. When that happens, you can obtain “nearly-perfect mastery” of a CAR passage in only 3.5 minutes.

The Matrix Method: Mastering the Matrix Method is your first step toward a superb score on the CAR section of MCAT-2015. Mastery of this method, and application of the method to a minimum of forty (40) CAR passages, is one of the milestones you need to complete in preparation for the CAR 2 Lesson and progress to LEVEL TWO.

o Description: Begin the Matrix Method by making a large six-square matrix on your scratch paper, similar to the one shown in the figure below. Each cell of the matrix is used for one of the Six CAR Skills. Read the passage, gather all relevant information with respect to the Six CAR Skills, and enter that information in the appropriate cell.


66 | P a g e

LEVEL 1 FOCUS = Improve your process and ensure completeness.

PROCESS MORE THAN TIMING: During LEVEL ONE of your CAR Skills Development Process you are focused primarily on developing good habits when it comes to analyzing CAR passages. You are working on perfecting the process and are less concerned with timing.

COMPLETENESS: Focus on analyzing all parts of the passage as thoroughly as possible. For each cell in the matrix, develop a concise, but perfectly accurate and complete, interpretation of the passage with respect to that particular CAR Skill. Never assume that your analysis is sufficient until you have it reviewed by a proven CAR master. Have your tutor check your grid, or bring it to Proctored Study Hall Sessions. This will ensure that you aren’t missing any important points or connections that a more advanced CAR practitioner would pick up on.


67 | P a g e

CAR 1 Lesson Summary

The Six CAR Skills: 1) Main Idea 2) Tone 3) Arguments 4) The Author 5) Contrasting Theories 6) Inference & Logic

Strategies & Tips:

o Focus on the Big Picture o Read Actively o Do NOT Underline or Highlight o Do NOT Go Back to the Passage o Avoid Definitive Answer Choices

Weekly CAR Activities:

o Attend all thirty-two (32) Group Sessions. o Log a minimum of three (3) full hours each week studying CAR. o Read at least ten (10) CAR passages every week. o Complete five (5) CAR Speed Drills and five (5) CAR Comprehension Drills each week. o Write five (5) of your own AAMC-style questions every week. o Keep your MCAT Journal up-to-date with careful notes on the CAR passages you are attempting on

your own and during Group Sessions.

CAR Improvement Goals: o Focus o Memory o Synthesis o Main Idea o Speed o Simplifying o Inference

CAR Skills Progression:

o LEVEL ONE = Practice & Familiarity [achieve before the CAR 2 chapter] o LEVEL TWO = Analysis & Categorization [achieve before the CAR 3 chapter] o LEVEL THREE = Synthesis & Mastery [achieve prior to your final tutoring session]


68 | P a g e

The AAMC CAR Blueprints These 20 CAR Question Blueprints have been used repeatedly, and exclusively, by the AAMC for nearly twenty (20) years, including on all MCAT-2015 materials. Study them. Master them. Categorize every CAR question you encounter in Group Session or on a Full-Length Practice Exam.


69 | P a g e


70 | P a g e

critical analysis & reasoning 1 - altius test prep · 2016-09-16 · critical analysis &...

Documents