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Essay #1: This essay received a score of 6
Even though we live in a capitalist society, I still cannot
help but believe, despite my own cynicism, that people are
more motivated to achieve something for personal satisfac-
tion rather than monetary gains. Look at Chekov's short
story, “The Bet.”A man agrees to sacrifice fifteen years of
his life in prison in exchange for a million dollars.
Obviously his motivation for such an extreme bet is
wealth, but by the end of the prison sentence, the man
could care less about the money. After years of introspec-
tion, of reading Shakespeare, The Bible, and textbooks, the
man actually comes to despise the money he once sought;
the money he signed away fifteen years of his life for. He
does not collect his money from the banker, he runs away
to be on his own and continue to live the life of solitude he
has learned to love, free of money and possessions.
Also, in a psychology class, one of the first things students
study when they come to the topic of motivation, is exter-
nal stimulus versus personal drive. Any textbook will tell
one that studies show that a child is more likely to put as
much energy as possible into completing a task when it is
something that makes him happy, than if he was doing it
for a physical reward. A child is more likely to get good
grades, if it makes him feel good about himself, than if his
parents offer to pay him every time he makes the honor
roll. I agree with this theory on motivation because I see it
play out everyday in my life. If my older sister had been
concerned with money and fame, which reality television
tells us every night is important, she would have gone to
college after graduating high school. She knew though, that
school and learning did not make her happy, and she was
not going to suffer through four more years of school just
because a college degree could lead to a more successful
job. Right now she does not make as much money at her
job, but she likes her life and the way she lives; she has
more fun answering phones and dealing with other people
at work than she would behind a desk in a classroom. This
past year I myself have been forced to look at my priorities
as well. I have worked hard in school all my life and have
made honor roll semester after semester, because I enjoy it.
I have not filled up my schedule with classes I did not want
because calculus and economics look good on a college
transcript. I had a high enough GPA to join the National
Honor Society, but I chose not to join because even though
it might have impressed some admissions officers, it was
not something that was going to make me happy. Instead I
spend my time studying Creative Writing, Art History, and
the other subjects I feel truly passionate about.
There is a pleasure principle in psychology, which basically
means that one will do whatever will make them most
happy or least unhappy. I think that is true, and I feel that
the happiness most people seek out is not about money or
luxury. Maybe it looks like that from the media, because
advertising says that people want to be like Donald Trump,
but that is not real life. Real life is my next door neighbor
who gardens as a second job for small fees because he loves
to be outside, working with his hands in the nice weather. I
am sure no one would mind winning the lottery, but to say
that it is our primary motivator in life is sad and untrue. A
person who is happy and making minimum wage is likely
to live longer than someone who spends his or her life
working sixty four hour weeks at a stressful job to make
money hand over fist. Are some people very driven by
money? Yes. Is that more important than the personal sat-
isfaction that comes from doing something good?
Literature, psychology, and our personal lives tell us no,
and I hope it stays that way.
Why Essay #1 Received a Score of 6
This outstanding essay insightfully and effectively develops
the point of view that, “Even though we live in a capitalist
society, I still cannot help but believe... that people are more
motivated to achieve something for personal satisfaction
rather than monetary gains.”The writer demonstrates out-
standing critical thinking by focusing on clearly appropriate
examples from “Literature, psychology, and our personal
lives” to support this position. The essay begins by describ-
ing Chekhov’s “The Bet” as a short story that, through its
main character's changed priorities after "years of intro-
spection" in prison, ultimately places higher value on a “life
of solitude... free of money and possessions” than on
wealth. The writer continues to demonstrate outstanding
critical thinking by offering as evidence the psychological
principle of “external stimulus versus personal drive”and
several examples of how this principle has been borne out
in a sister’s and the writer’s own lives. The essay concludes
by once again drawing on psychology, this time the concept
of the “pleasure principle,” to reinforce the idea that “the
happiness most people seek out is not about money or lux-
ury” but lies in “the personal satisfaction that comes from
doing something good.” This well organized and clearly
focused essay demonstrates coherence and progression of
ideas. The essay consistently exhibits skillful use of language
and demonstrates meaningful variety in sentence structure
(“After years of introspection, of reading Shakespeare, The
Bible, and textbooks, the man actually comes to despise the
money he once sought; the money he signed away fifteen
years of his life for”). Thus, this essay demonstrates clear
and consistent mastery and receives a score of 6.
Essay#2: This essay received a score of 5
I believe that personal satisfaction, through giving, and
providing your best effort, has a greater and more reward-
ing outcome over gaining wealth or fame. This is evident
through many public examples of people who are known
to our society as “celebrities”stooping to a standard of
drug reliance and materialism. It seems to me that people
who have achieved the money and achieved the fame are
never quite satisfied with themselves or the situations they
are in. Although many people are based on financial
stature, there are also many groups or individuals that are
based on goals more helpful to our society as a whole.
People who are involved in organizations such as the
make-a-wish foundation and Habitat for Humanity are
working towards a common goal of giving others opportu-
nities, and chances they wouldn’t normally have. These
foundations are non-profit, and work with and around our
communities to help advance and improve the lives of others.
People who do these projects and strive for the betterment
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33
of others are not doing it for themselves, for the money, or
for the recognition. They are doing it whole heartedly
without complaint.
To me, people who don’t think of what benefits or rewards
they will reap are truely the ones obtaining the most right-
eous self-achievement. Through their actions and beleifs, I
undoubtedly beleive that these people are gaining the hapi-
ness and fulfillment that even the richest or most famous
people wish they had. When you go into a project or any
type of action not expecting anything back, the things you
do will be paid back to you ten-fold in the grand scheme
of things. Doing that action, or job, or project, whatever it
may be, to the best of your ability will give you a sense of
accomplishment like no other because of the amount of
effort and giving you put forth. It is too bad people or
groups like this aren’t recognized as much as a person who
wins a game show or is in a movie.
Why Essay #2 Received a Score of 5
This focused essay demonstrates strong critical thinking and
effectively develops its point of view (“I believe that personal
satisfaction, through giving, and providing your best effort,
has a greater and more rewarding outcome over gaining
wealth or fame”) by offering a well organized progression of
ideas detailing the motivations of and benefits for groups
such as “the make-a-wish foundation and Habitat for
Humanity,”who “help advance and improve the lives of oth-
ers.”Additional focus is provided at the essay's opening and
closing by comparing these groups to “many public exam-
ples of...‘celebrities’ stooping to a standard of drug reliance
and materialism” because they “are never quite satisfied with
themselves or the situation they are in.” The response also
exhibits facility in the use of language and variety in sen-
tence structure (“People who do these projects and strive for
the betterment of others are not doing it for themselves, for
the money, or for the recognition. They are doing it whole
heartedly without complaint”). Some lapses in the specificity
of support prevent the response from earning a higher score.
Therefore, to merit a score of 6, this essay needs to provide
additional detailed evidence to more evenly and insightfully
develop the point of view. Overall, this response exhibits
reasonably consistent mastery and receives a score of 5.
Essay #3: This essay received a score of 4
Some people in the world today feel that they need to
achieve a goal in order to receive fame and money. While
others achieve a goal for their own satisfaction. I personally
feel that you should achieve a goal for your own satisfac-
tion and not for that of fame.
The most important thing about someone’s life is to have a
positive self-esteem. People need to not worry so much
about what others think and just need to start concentrat-
ing on doing everything for themselves. Within my life I set
a lot of goals from which I hope to achieve. One major
goal is that of trying to drop my fifty meter freestyle time
to twenty-five seconds. I work day in and day out on this
and want to show myself I can do it. I don’t care what oth-
ers think about my goals. I want to do this for myself and
not for fame or money.
A person should not feel the need for fame or money
because if they achieve a lifetime goal they should just be
happy with themselves. Think about it I mean, how long
does money last? Is fame really worth anything? I don’t
think so. I mean, I know it would be nice to be recognized
for doing something special or extraordinary but truthfully
it won’t help you. Fame may make your day or make you
smile for a couple of days but when you really think about
it, it won’t make you happy for the rest of your life. Yet, if
you do something for yourself and keep doing things for
yourself you should always be happy with yourself.
Remember fame and money don’t last forever but one’s
own happiness can last a lifetime and eternity. Therefore it
is very obvious that the choice that should be made when
trying to find motivation for a goal would be that of per-
sonal satisfaction rather than that of fame or money.
Why Essay #3 Received a Score of 4
This essay develops the point of view that “you should
achieve a goal for your own satisfaction and not for that of
fame.” The writer demonstrates competent critical thinking
by presenting adequate evidence in a manner that demon-
strates some progression of ideas from the short-term gain
of “positive self-esteem,”supported by a specific example
from the writer's life (“One major goal is that of trying to
drop my fifty meter freestyle time”), to the less specifically
supported attainment of a “lifetime goal”with greater last-
ing value than money or fame. Facility in the use of lan-
guage is evident (“Fame may make your day or make you
smile for a couple of days but when you really think about
it, it won't make you happy for the rest of your life”) but
inconsistent (“Yet, if you do something for yourself and
keep doing things for yourself you should always be happy
with yourself”). The essay exhibits some variety in sen-
tence structure (“A person should not feel the need for
fame or money because if they achieve a lifetime goal they
should just be happy with themselves. Think about it I
mean how long does money last? Is fame really worth any-
thing?”). To merit a higher score, the essay needs to devel-
op the point of view more insightfully and evenly by pro-
viding further detailed evidence as support. This essay
demonstrates adequate mastery and receives a score of 4.
Essay #4: This essay received a score of 3
Money and fame are nice but if you aren’t satisfied with
your personal goals and acheivement, then the money and
fame don’t matter. Material things do not matter in the gist
of life. People who are rich in one century are forgotten in
the next. Mother Teresa accomplished more in a few years
than most people do in a lifetime, even though she was not
wealthy. If you are passionate for a cause, then the money
and fame do not matter. Who remembers who the richest
person in the world was in 1792? No one. However, I will
always remember that in 1921, Susan B. Anthony fought
for the right for a woman to vote. She was not a wealthy
woman but had enough passion about her cause that the
rewards did not matter more than the accomplishment of
her purpose.
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Why Essay #4 Received a Score of 3
This essay demonstrates developing mastery and some criti-
cal thinking by attempting to support the position that
“Money and fame are nice but if you aren’t satisfied with
your personal goals and acheivement, then the money and
fame don't matter.”The writer limits focus to a central rea-
son,“People who are rich in one century are forgotten in
the next,” and supports this reason using two examples that
are specific, though undeveloped and therefore inadequate
(“Mother Teresa accomplished more in a few years than
most people do in a lifetime.... I will always remember that
in 1921, Susan B. Anthony fought for the right for a woman
to vote”). Although the writer demonstrates developing
facility in the use of language (“Who remembers who the
richest person in the world was in 1792? No one. However, I
will always remember that in 1921, Susan B. Anthony
fought for the right for a woman to vote”), vocabulary is
sometimes weak and repetitive (“then the money and fame
don’t matter...then the money and fame do not matter...that
the rewards did not matter”). To merit a higher score, this
essay needs to exhibit stronger critical thinking by provid-
ing further focused and detailed evidence to develop the
point of view more effectively. Overall, this essay remains in
the inadequate category, earning a score of 3.
Essay #5: This essay received a score of 2
I have several ideas why it is personal satisfaction and not
money or fame that urges people to succeed. My belief is
after you succeed in something you do you feel good about
yourself, you feel as you just successfully competed your
mission that you made for yourself and it makes you feel
good inside for example after an actor wins an academy
award I think he does not think about money or fame but
instead he or she feels as she is great at her job and it
makes that person complete and happy inside. Another
example are authors who usually never get famous or
wealthy when they are alive but its rather the personal feel-
ing of fulfillment of happiness that inspires them to write
great stories. Those are several reasons why I think its per-
sonal feeling and satisfaction and not fame and fortune
that inspires people to succeed.
Why Essay #5 Received a Score of 2
This essay offers a seriously limited point of view (“its per-
sonal feeling and satisfaction and not fame and fortune that
inspires people to succeed”) and demonstrates some critical
thinking by supporting this position with several brief
examples (“after an actor wins an academy award...authors
who usually never get famous or wealthy”) of situations in
which “after you succeed in something you do you feel good
about yourself.”However, this evidence consists of general
statements that are insufficient to support the writer’s posi-
tion (“I think he does not think about money or fame but
instead he or she feels as she is great at her job and it makes
that person complete and happy inside”). The response dis-
plays very little facility with language due to limited and
repetitive vocabulary (“you feel good about yourself...you
feel good inside...”). Consequently, to receive a higher score,
this essay needs to exhibit more skillful facility in the use of
language as well as demonstrate stronger critical thinking by
providing additional focused and specific evidence that will
adequately develop the point of view. This response demon-
strates little mastery and remains at the 2 score point.
Essay #6: This essay received a score of 1
My view of the idea that it is personal satisfaction rather
than money or fame that motivates people to achieve is
sometimes wrong because in sports some people do it for
personal satisfaction because they love the game and some
people do it for the money because it pays well. For exam-
ple, in the NFL there are two types of people, one plays for
the check and the other plays for the ring.
Why Essay #6 received a Score of 1
Offering little evidence to support the writer's point of view
(“My view of the idea that it is personal satisfaction rather
than money or fame that motivates people to achieve is
sometimes wrong”), this response is fundamentally lacking.
The sparse supporting evidence provided is weak (“in sports
some people do it for personal satisfaction because they love
the game and some people do it for the money”) and repeti-
tive (“For example, in the NFL there are two types of people,
one plays for the check and the other plays for the ring”).
The essay consists of only two sentences, and one of these
sentences displays flawed structure (“My view of the idea
that it is personal satisfaction rather than money or fame
that motivates people to achieve is sometimes wrong
because in sports some people do it for personal satisfaction
because they love the game and some people do it for the
money because it pays well”). To merit a higher score, this
essay needs to exhibit more control over sentence structure
as well as demonstrate stronger critical thinking by provid-
ing further focused and detailed evidence to adequately
develop the point of view. Overall, this essay demonstrates
very little mastery and is scored a 1.
To see additional sample essays,
visit the SAT Preparation Center at
www.collegeboard.com/srp.
Scoring the Essay
Essays will be scored in a manner that is fair and consis-
tent, using a holistic approach. In holistic scoring, a piece
of writing is considered as a total work, the whole of which
is greater than the sum of its parts. Even with some errors
in spelling, punctuation, and grammar, a student can get a
top score on the essay.
The highly trained high school and college teachers who
score the essays will follow the scoring guide below that
focuses on content, organization, language usage, and sen-
tence structure. The scoring guide illustrates the importance
of directly relevant responses that cannot be coached or
memorized ahead of test time. The new SAT essay will nei-
ther reward nor punish formulaic approaches to writing,
such as the five-paragraph essay. Readers will be trained to
recognize and reward a wide variety of essays at each score
point.
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SAT Preparation Booklet
35
SCORE OF 6
An essay in this category is outstand-
ing, demonstrating clear and consis-
tent mastery, although it may have a
few minor errors. A typical essay:
●
effectively and insightfully
develops a point of view on
the issue and demonstrates
outstanding critical thinking,
using clearly appropriate
examples, reasons, and
other evidence to support its
position
●
is well organized and clearly
focused, demonstrating clear
coherence and smooth pro-
gression of ideas
●
exhibits skillful use of lan-
guage, using a varied, accu-
rate, and apt vocabulary
●
demonstrates meaningful
variety in sentence structure
●
is free of most errors in
grammar, usage, and
mechanics
SCORE OF 5
An essay in this category is effective,
demonstrating reasonably consistent
mastery, although it will have occa-
sional errors or lapses in quality. A
typical essay:
●
effectively develops a point
of view on the issue and
demonstrates strong critical
thinking, generally using
appropriate examples,
reasons, and other evidence
to support its position
●
is well organized and
focused, demonstrating
coherence and progression
of ideas
●
exhibits facility in the use
of language, using appro-
priate vocabulary
●
demonstrates variety in
sentence structure
●
is generally free of most
errors in grammar, usage,
and mechanics
SCORE OF 4
An essay in this category is compe-
tent, demonstrating adequate mas-
tery, although it will have lapses in
quality. A typical essay:
●
develops a point of view on
the issue and demonstrates
competent critical thinking,
using adequate examples,
reasons, and other evidence
to support its position
●
is generally organized and
focused, demonstrating
some coherence and
progression of ideas
●
exhibits adequate but
inconsistent facility in the
use of language, using
generally appropriate
vocabulary
●
demonstrates some variety
in sentence structure
●
has some errors in gram-
mar, usage, and mechanics
SCORE OF 3
An essay in this category is inade-
quate, but demonstrates developing
mastery, and is marked by ONE OR
MORE of the following weaknesses:
●
develops a point of view on
the issue, demonstrating
some critical thinking, but
may do so inconsistently or
use inadequate examples,
reasons, or other evidence
to support its position
●
is limited in its organization
or focus, or may demon-
strate some lapses in coher-
ence or progression of ideas
●
displays developing facility
in the use of language, but
sometimes uses weak
vocabulary or inappropriate
word choice
●
lacks variety or demon-
strates problems in sentence
structure
●
contains an accumulation
of errors in grammar,
usage, and mechanics
SCORE OF 2
An essay in this category is seriously
limited, demonstrating little
mastery, and is flawed by ONE OR
MORE of the following weaknesses:
●
develops a point of view on
the issue that is vague or
seriously limited, and
demonstrates weak critical
thinking, providing inappro-
priate or insufficient exam-
ples, reasons, or other evi-
dence to support its position
●
is poorly organized and/or
focused, or demonstrates
serious problems with
coherence or progression
of ideas
●
displays very little facility in
the use of language, using
very limited vocabulary or
incorrect word choice
●
demonstrates frequent
problems in sentence
structure
●
contains errors in grammar,
usage, and mechanics so
serious that meaning is
somewhat obscured
SCORE OF 1
An essay in this category is funda-
mentally lacking, demonstrating
very little or no mastery, and is
severely flawed by ONE OR MORE
of the following weaknesses:
●
develops no viable point
of view on the issue, or
provides little or no evi-
dence to support its
position
●
is disorganized or unfo-
cused, resulting in a dis-
jointed or incoherent essay
●
displays fundamental errors
in vocabulary
●
demonstrates severe flaws
in sentence structure
●
contains pervasive errors in
grammar, usage, or
mechanics that persistently
interfere with meaning
Essays not written on the essay assignment will receive a score of zero.
SAT SCORING GUIDE
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36
Approaches to the Practice Test
●
Set aside 3 hours and 20 minutes of uninterrupted
time. That way you can complete the entire test in
one sitting. Note: the total testing time is 3 hours
and 45 minutes, but you save 25 minutes because
the unscored section from this practice test was
omitted.
●
Sit at a desk or table cleared of any other papers or
books.You won’t be able to take a dictionary,
books, notes, or scratch paper into the test room.
●
Allow yourself the specified amount of time for
each section. Pace yourself by using a watch (with-
out an audible alarm), which is what you are
allowed on test day.
●
Have a calculator at hand when you take the math
sections. This will help you determine how much
to use a calculator the day of the test. Use a calcula-
tor with which you are familiar.
●
Read the test instructions carefully. They are
reprinted from the back cover of the test book. On
test day, you will be asked to read them before you
begin answering questions.
●
After you finish the test, read page 84.
You can enter your answers to the
practice test and receive a scores and
skills report, as well as explanations
for the questions on the test.
You can also receive an automated
essay score for your response to the
essay question, and view sample
essays with explanations. Check out
The Official SAT Online Course at
www.collegeboard.com/satonlinecourse.
Practice SAT
About the Practice Test
Take the practice test, which starts on page 45, to reinforce
your test-taking skills and to be more comfortable when
you take the SAT. This practice test will give you a good
idea of what to expect on the actual test. However, the test
you eventually take will differ in some ways. It may, for
example, contain a different number of reading passages,
and its sections may be in a different order.
Also, this practice SAT includes only nine of the ten sections
that the actual test contains. Section 3 is an unscored sec-
tion and has been omitted on this test because it contains
questions that may be used in future editions of the SAT.
The practice test will help you most if you take it under
conditions as close as possible to those of the actual test.
Finding Your Scores
Your raw test scores are placed on the College Board scale
of 200 to 800. Use the table on page 85 to find the scaled
scores that correspond to your raw scores on this edition of
the SAT. The essay will be scored on a scale of 1 to 6, and
reported on a scale of 2 to 12. Use the Essay Scoring Guide
on page 35 to determine how your particular essay might
be scored. You can double the score to get an approximate
essay score.
Reviewing Your Performance
After you score your practice test, analyze your perform-
ance. Asking yourself these questions and following the
suggestions can help you improve your scores:
●
Did you run out of time before you finished a sec-
tion? Try to pace yourself so you will have time to
answer all the questions you can. Don’t spend too
much time on any one question.
●
Did you hurry and make careless mistakes? You
may have misread the question, neglected to notice
the word “except” or “best,” or solved for the wrong
value.
●
Did you spend too much time reading directions?
You should be familiar with the test directions so
you don’t have to spend as much time reading
them when you take the actual test.
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PLEASE DO NOT WRITE IN THIS AREA
SERIAL #
SAT Reasoning Test
TM
Use a No. 2 pencil only. Be sure each mark is dark and completely
fills the intended circle. Completely erase any errors or stray marks.
(Print)
1
Last
First
M.I.
Your Name:
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®
test book.
Signature:
Home Address:
Date
Center:
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City
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Number and Street
Female
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SEX
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(Supplied by Test Center
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TEST FORM
(Copy from back of test book.)
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Important: Fill in items
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First
Init.
Mid.
Init.
–
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Copyright © 2004 by College Entrance Examination Board. All rights reserved.
College Board, SAT, and the acorn logo are registered trademarks of the College Entrance Examination Board.
SAT Reasoning Test and SAT Subject Tests are trademarks owned by the College Entrance Examination Board.
FORM
CODE
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170232-001:654321
ISD5150
11030-36390 • NS114E1800 • Printed in U.S.A.
724843
12
SAT Preparation Booklet
38
Yes
Page 2
I grant the College Board the unlimited right to use, reproduce, and publish my essay for any and all
purposes. My name will not be used in any way in conjunction with my essay. I understand that I am
free to mark "No," with no effect on my score.
No
Begin your essay on this page. If you need more space, continue on the next page. Do not write outside of the essay box.
Continue on the next page if necessary.
SECTION
1
6
SAT Preparation Booklet
39
PLEASE DO NOT WRITE IN THIS AREA
SERIAL #
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Continuation of ESSAY Section 1 from previous page. Write below only if you need more space.
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SECTION
2
SECTION
3
Use the answer spaces in the grids below for Section 2 or Section 3 only if you are told to do so
in your test book.
CAUTION
Student-Produced Responses
ONLY ANSWERS ENTERED IN THE CIRCLES IN EACH GRID WILL BE SCORED. YOU WILL
NOT RECEIVE CREDIT FOR ANYTHING WRITTEN IN THE BOXES ABOVE THE CIRCLES.
Page 4
Start with number 1 for each new section. If a section has fewer questions than answer spaces, leave the extra
answer spaces blank. Be sure to erase any errors or stray marks completely.
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Section 3, the equating
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