SAT Writing – Which Pronoun is Correct?

There are several errors relating to pronouns that you may encounter on the Writing Section of the SAT. One of the most common concerns the use of compound subjects vs. objects.

Compound subjects and objects include multiple things (nouns or pronouns). If you say “Alice, Bobby, Calvin, Debbie, and Elaine will attend the party,” the compound subject includes five people.

What we are concerned with today are two-part subjects and objects, which are made up of a noun and a pronoun, or two pronouns. They will have the form [A and B], such as [Loren and I], [Fernanda and him], or [you and me].

Most of the time, you can use an easy trick to tell which pronoun is correct. No need to figure out whether the pronoun is a subject or an object – just remove “A and” and pick the one that sounds right.

Your generous donation meant a great deal to Loren and I.

Here, [Loren and I] is [A and B]. So remove “A and,” and get

Your generous donation meant a great deal to I.

Clearly, the pronoun should be changed from “I” to “me.”

You and me make a great team.

Me make a great team? I don’t think so.

Sometimes you have to tweak the sentence to make things sound right.

Paula and him are great golfers.

“Him are great golfers” sounds terrible, but “He is great golfers” is also wrong. By removing “Paula and,” you’ve changed the form from plural to singular, so you must do that for the rest of the sentence as well. He is a great golfer.

English: Golfer in Yyteri Golf Links.

You can also use this technique for the form [A or B], by removing “A or.”

The teacher will probably give the award to Lukas or I.

No, the teacher will probably give the award to me.

We’re almost done. There is one case where neither subject nor object will sound right: “between A and B.” Once again, the problem is that removing “A and” converts the form to singular, and it doesn’t make any sense to say “between one thing.” Great news: an objective pronoun will always follow “between.”

Here are the subjective pronouns: I, we, [you], he, she, [it], they, who

And the objective: Me, us, [you], him her, [it]. them, whom

There is such a strong connection between you and I.

That should be “between you and me.”

If you don’t remember which pronouns are which, you can also try substituting “for” for “between.” Your new sentence may not sound perfect, but you can still tell that you need the objective pronoun (“a strong connection for me”).


SAT Essay: In Search of a Perfect Score

I have had several students who were excellent writers, yet were disappointed at not being able to score above a 10 on their essays after taking the SAT multiple times. I have also read numerous reports on the internet about students who had similar experiences.

My advice to all of you – don’t lose sleep over it. Let’s see why:

Two graders read your essay. Each assigns a grade of 1 – 6, so you get a total of 2 – 12 (note that a third reader will be asked to grade your essay if the first two scores are more than 1 point apart).

The graders are presented with a scoring rubric. Let’s have a look at The College Board’s description of what a “5 essay” and a “6 essay” should be:

Score of 6

An essay in this category demonstrates clear and consistent 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 progression of ideas
  • Exhibits skillful use of language, using a varied, accurate, 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 demonstrates reasonably consistent mastery, although it will have occasional 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 appropriate vocabulary
  • Demonstrates variety in sentence structure
  • Is generally free of most errors in grammar, usage, and mechanics

You can see that all of the differences are subjective. Arguably, any well-written essay could be described as belonging to either of the categories.

Many of my students order Question-and-Answer service, and I’ve looked at their essays as they were written. And in my mind, many of the essays that received a score of 10 or 11 were superior to others that received a 12. Other SAT experts have reported similar findings.

I have read about professional authors who have received less-than-perfect scores, despite repeated attempts at the SAT. How is that possible? A score of 6 is not supposed to be reserved for a perfect essay (if one even exists). No, a 6 is supposed to be assigned to a decent first draft written at advanced high school level. That’s a far cry from what a professional author will churn out easily.

The problem is that the graders’ ideas of what constitutes a “6 essay” are subjective. I have read reports from graders who say that they only assign a 6 if an essay is “special.” Fine, but what exactly constitutes “special”?

I have read that some graders are impressed by students who cite classic works of literature. This isn’t surprising; a large percentage of the graders are English teachers. But I’ve read that other graders frown upon cited sources, preferring the “creativity” of personal experience. And since graders are looking for their own idea of “special,” there is simply no way to ensure that you’ll get that perfect grade.

The College Board seems to have recognized this fact; the scoring scales for the first 3 tests in the “Blue Book” (The Official SAT Study Guide, 2nd ed.) reveal that you can achieve a perfect 800 score on the writing section even if you score only a 9 on the essay. However, if you don’t do well on the multiple choice, you can lose 40 or 50 points because your grader doesn’t think your essay was “special.” So much for the claims of pinpoint accuracy of SAT scores.

Another issue may be that graders are reluctant to give many essays a score of 6, given that the other grader of any particular essay may assign it a 4. The College Board keeps track of how often a third reader needs to be called; the consequences for exceeding a certain threshold include mandatory retraining, and eventually, the possibility of being fired.

A few years ago, I signed up for The College Board’s online course. I was able to submit essays for scoring. Since the scores were returned immediately, it was obvious that they were using some form of software to do the grading. I cut-and-pasted the example essay from the Scorebusters course manual, and received a score of 5. Then I wrote some low-level nonsense (including a paragraph about an invented book titled Lizard Man and the Green Meanies by Harold Wheresmyshorts; the plot was as inane as the title implies), and sure enough, reached a 6. I can assure you that the first essay was superior in every way mentioned on the rubric.

Lizard Knows Best

I offer a solution to this problem: Let the graders continue to assign grades of 1 – 6, but convert all the 6’s to 5’s before calculating scaled scores (i.e render scores of 5 and 6 identical). Stop penalizing students because of graders’ subjective opinions of what is “special.”

Essay Writers – Keep Your Promises!

In everyday life, we keep our promises after we make them. If I say “I promise to paint your fence by Friday,” you can tell whether I’m a man of my word by Friday night.

But the kind of promises I want to talk about are kept before they’re made.

Suppose I begin an paragraph like this:

“In the novel Jim Gets Pwned, when Jim finds out that Alicia is assigned to be his lab partner, he begins to worry. After all, they haven’t spoken to each other since the big incident.”

There’s a big problem here: the reader is going to think “Huh? What in the world is ‘the big incident’?” That’s an example of a promise not kept. As an essay writer, you promise your reader that you will introduce things that you present.

Many of my students who make this kind of error protest “but I’m about to tell you!” But you don’t want to leave your reader hanging. You don’t have to describe everything about the subject in question, but at least give the reader something to start with.

In truth, I’ve presented Jim and Alicia too, and I haven’t told you much about them. Is Jim the title character? Perhaps I could have said “the title character” instead of “Jim.” On the other hand, I have told you that Alicia will be Jim’s lab partner, so at least you know something about her.

You can see that it can be hard to draw the line where you’ve introduced enough. Just don’t leave your reader with that “hey – what?” feeling. If those opening lines were placed in the middle of a paragraph, my poor reader would be looking back to see if he missed something about “the big incident.”


What kinds of things do you need to introduce?

The answer is important nouns. You know that a noun can be a person, place, or thing. Of course, Jim and the big incident are examples of a person and a thing. But you don’t have to introduce trivial nouns.

“Cursing, Alicia grabbed the sponge and began wiping up the spill.”

Obviously, I must have introduced the spill earlier. But I don’t need to tell the reader any details about the sponge, because it’s not important.

You also don’t have to introduce famous people and things. If you say “Mr. Barrett’s face reminded her of Benjamin Franklin’s” you can assume that your readers know who Franklin was.

There’s bad and there’s awful.

Suppose I want to write a paragraph about the first Harry Potter novel, and I begin:

“In the novel Harry Potter and the Sorcerer’s Stone by J.K. Rowling, Dumbledore drops Harry off at the Dursley’s. Harry has a miserable childhood, until one day…”

That opening sentence breaks four promises. The poor reader wonders who Dumbledore, Harry and the Dursleys are, and she also wonders where the Dursleys are.

“… an elderly wizard named Dumbledore drops baby Harry off at his Aunt and Uncle’s suburban home in Little Whinging, Surrey.

That’s better. At least the reader knows something about the characters and location.

Does this guideline apply to all types of writing?

No! It applies to some kinds of writing. But in other genres (particularly fiction), an author may leave his readers hanging intentionally, as a literary device. For example, an author may describe a character’s quiet life in a quiet town, and then end the chapter with a sudden shift in mood:

“And then the soldiers came.”

That makes the reader eager to continue. “What soldiers? Are they enemies? What’s going to happen to the hero?”

In my humble opinion, many popular authors overuse this technique.

English: Hanging out

But in your essays and other academic works, don’t leave ’em hanging.

How to Edit Essays (and other writing)

Even most professional writers rewrite their material at least twice. Many of them will tell you that editing is their least favorite part of the writing process. But meticulous rewriting is crucial. A poor editing job is like a poor paint job on a new piece of furniture.

I believe that the major reasons for poor rewriting are psychological. Therefore, I do not mean to provide a step-by-step guide to the process. Instead, I hope to help you modify your outlook as you edit.

One preliminary note: great writers love the written word. We are all passionate about different things. Some of us love to grill the perfect steak. Some would like to make the perfect chip shot. Others would like to spawn the perfect sentence.

Now, I’m not saying that you have to be as passionate as those who choose writing as a career. But if your attitude is “writing sucks, I’d rather have a tooth pulled,” you’re doomed before you start. You need to take some pride in what you’re producing in order to do it well.

Okay – so you’ve decided that writing is more fun than the dentist’s chair (but less fun than watching SpongeBob – hey, I understand). You make a decent outline, and you write a first draft. Did you do a decent job? Be honest – would someone else praise your work? Are there lots of errors? Does your writing have “punch”?

SpongeBob SquarePants

Here’s where psychology comes into play. Many students are poor editors because they are lazy, impatient, or egotistical (or all 3). Let’s have a look at each:

Laziness is easy to understand. For most young people, XBOX, soccer, or hanging with friends is preferable to writing. If your schedule keeps you very busy, you may feel tired when it’s time to work on your writing. But that’s not the kind of laziness I want to talk about. If you’re any kind of a decent student, you’ve already learned how to set aside some time and get serious about your assignments.

However, there is a another source of laziness in editing that we don’t think about as much. We hate “do-overs”! Most people who enjoy doing a task will not enjoy having to repeat it. And that’s what re-writing feels like. “This isn’t good enough. Do it again.” To overcome this obstacle, stop looking upon rewriting as a do-over. It’s isn’t one; editing is simply part of the natural process of writing.

Continuing the furniture analogy I began earlier, the first edit is like sanding, and the second is like staining or painting. So when it’s time for either phase, don’t tell yourself “now for the boring part of writing.” Instead, say “now I’m an editor. Let’s do this right.”

Impatience goes hand-in-hand with laziness. When you’ve finished your first draft, you’ve already provided most of the creativity that will go into the end product. naturally, you want to get to that endpoint as soon as possible. But a rushed rewrite will produce an inferior product.

To cure the ills of laziness and impatience, I suggest that you do two things. First, take a nice long break before you begin to rewrite. Two, reread your work with a fresh outlook.

Did you know that novelists often wait six months or longer before they begin to rewrite? Sure, that can be frustrating for fans who are waiting for the next Harry Potter or Twilight book. But after many months, an author loses a lot of intimate knowledge of her own work. Rereading (the first step of rewriting) feels something like reading another author’s work, instead of her own. That makes it easier to recognize what needs to be changed.

Naturally, the time you wait until you rewrite will depend on your circumstances. If you’re writing an essay for school or a practice SAT, you may only be able to wait a couple of days. If you’re actually taking the SAT, you don’t have any real time to wait. Shake your head for 5 or 10 seconds, say “I’m an editor now,” and get going.

Finally, egotism can hinder your editing. Once a writer has created something, it becomes “his baby.” He may be reluctant to change it, and any suggestion that the work contains flaws may be perceived as an insult. My advice – if this applies to you, get over it! The whole point of a first draft is that it should contain errors (unless you’re one of those rare authors who edit as they write, and that’s very difficult to do without sacrificing creativity). Think of your first draft as something imperfect that you want to polish.

One suggestion that many writers have found helpful is to listen to your first draft. You can have someone else read it, or use the read aloud feature on a Kindle. Otherwise, you can use a program on your computer (just Google “freeware text-to-speech” – add “Mac” if you use one). Of course, most software solutions sound rather robotic, but they still help you to get a different point of view.

The great news is that the more you rewrite, the less you’ll have to. At first, you may be surprised how many errors and examples of weak writing your works contain. But by taking the time to fix them, you’ll learn to write first drafts with fewer problems. In other words, you’ll become a better writer.

Improve your Essay Writing with Resonance

By “resonance,” I mean writing that stays in the reader’s head (echoes, or resonates). You know how sometimes you can’t get a catchy tune out of your head? We’re not aiming for such a long-lasting effect; but we want the reader to think “ahhhh” for a second or two after reading a resonant sentence.

Before we get into specific examples, where do you want to place your resonant sentences? The best places are, of course, the first and last sentences of the essay. The next best places are the first and last sentences of your paragraphs.

You can use resonant sentences in any essay you write. But make sure they’re appropriate; poetic phrases might be okay for a school essay, but they might be overdone on an SAT (or ACT) essay, and they would probably sound ridiculous on a college application. That isn’t to say that you can’t use resonant sentences in the latter cases, but they need to sound more muted.

Let’s look at some examples:

Abby Kelley Foster was an American abolitionist who not only opposed slavery, but believed in equal rights for all black people. She fought tirelessly against injustice, and eventually married fellow abolitionist Stephen Symonds. Many of Foster’s ideas were considered radical, and she often encountered resistance as she traveled from town to town. She also fought for equal rights for women.

This is a paragraph designed for a “three-example essay” for the SAT. In such an essay, there isn’t space (or time) to go into any real detail about the subject; just give a few important facts and move on. What I want you to focus on here is the last sentence. If you had time to write a more extensive biography of Foster, you’d certainly mention that she was both an abolitionist and a feminist. But the main thrust here is Foster’s abolitionism, and the final sentence only serves to detract from that. It’s not “punchy.” Suppose instead I wrote the following last sentence:

Foster’s language was often controversial, to the extent that her own passions sometimes led other abolitionists to distance themselves from her, which was counterproductive to her cause.

That’s a college-level sentence, but does it really drive home the paragraph? Certainly not, and an important lesson is that fancy wording does not necessarily make for a great sentence. Herman Melville’s “Call me Ishmael.” is usually found in top ten lists of best opening sentences from novels.

There are two glaring problems with the sentence (“Foster’s language…”). One is that the phrase “which was counterproductive to her cause” adds no information to the sentence. It’s just extra verbiage; it merely states the obvious. The other problem with the sentence is that it goes against the grain of the paragraph. I’m trying to tell my readers what a great freedom fighter Foster was. Describing her difficulties is hardly a way bring that home. Would you want to sing the National Anthem if it ended with “oe’r the land where we have some freedom, but more work is needed”?

So let’s give that closing sentence another try:

Abby Kelly Foster fought for human rights for over fifty years.

Even though a junior high school student could have written that sentence, and even though it sounds a bit sappy, you must admit that it drives home the point of the paragraph much better than the other two sentences did.

But if you’re thinking “wouldn’t a sentence that sounds more sophisticated and sums up Foster’s efforts be even better?” you’re absolutely correct. But by sophisticated, I don’t mean something so convoluted that only an English professor could understand it.  You want to aim for casual maturity.

Abby Kelley Foster worked tirelessly for over fifty years, and her fight for human rights earned her a place among the pantheon of great American freedom fighters.

If you don’t know the word “pantheon,” you could just write “among the great American freedom fighters.”


Portrait and signature of Abby Kelley Foster a...


You may have noticed that the closing sentences kept improving (they might earn grades of 3, 4, 5, and 6 out of 6). Often the key to good writing is rewriting several times. True, no one likes a “do-over,” but a great golfer takes 1,000 practice swings for every live one. With experience, better sentences will come naturally, and you’ll need to do less rewriting.

Let’s try two more examples:

Suppose you’ve written a paragraph about how the automobile has benefited society. Consider the following closing sentence:


Cars are literally everywhere, and they have changed the way we travel.

That sentence probably merits a score of 4, since it concludes the paragraph logically. But the word “literally” is unnecessary (and literally false – no cars in the middle of the ocean). Worse, the second phrase sounds simplistic, so it lacks resonance.

The vehicles that we now take for granted have brought people and goods a lot closer.

That’s not bad, but why not say “closer together” to add a warm, fuzzy feeling?

Here’s one more example: you’ve written a paragraph about how Henry David Thoreau got to know himself through solitude (Thoreau is most famous for his book about living alone at Walden Pond).

After he left Walden Pond, Thoreau spent many years studying natural history.

The sentence is factual, but it does not support the point of the paragraph. It also doesn’t feel like a conclusion – no warm fuzzy “ahhh” here. You want to conclude that Thoreau learned a lot at Walden Pond, and you want to say it with sense of grandeur that’s not overdone.

Thoreau poured his experiences into his classic work Walden, which became the most significant work on back-to-nature and preservationism of its time.


Cover of


When I was in the 5th grade, my teacher explained how colorful adjectives could improve our writing. He singled out a student, and asked him to provide an adjective to modify the word “building” and sound more sophisticated. The student suggested the word “big,” and the whole class cracked up. Why did he offer such a juvenile-sounding word when the teacher asked for a sophisticated one? Because he wanted his message to be impressive, and what kind of building is more impressive than a really big one?

The lesson here is that often it’s the words that sell – not just the message. “A really gigantic, towering skyscraper” doesn’t impress a reader so much as “a tiny brick cottage that’s elegant in its simplicity” might. Put another way, suppose you’re writing an essay on Martin Luther King, Jr. for school. You need to keep your eye on two very different goals. One, tell what a great leader King was. Two, show your teacher what a great writer you can be. Spilling praise all over MLK does not help accomplish goal number two.

Things You Need To Know To Ace the SAT Writing Multiple Choice Part II

by guest author Douglas Groene

6.) Comparisons– Whenever you see a comparison on the SAT, make sure the items are logically comparable. You can compare apples to apples, or even to bananas or kiwis, but you can’t compare apples to a geographical location:

“Mmm, these apples are much tastier than back in New York.”

In real life, we can just assume you mean “tastier than the apples back in new York,” but on the SAT you have to be clear about the items you are comparing.

7.) Sentence Structure– You should know the difference between an independent clause (which expresses a complete thought) and a dependent clause. Every valid sentence needs at least one independent clause- otherwise it is a sentence fragment no matter how many dependent clauses you string together:

For example, “Being the fifth child and the youngest in my family, although by no means the least talented, seeking attention from my older siblings night and day.”

This is not a valid sentence because it lacks an independent clause.

You can join an independent clause and a dependent clause together with just a comma, but you can’t put two independent clauses together with just a comma- that is a run-on sentence:

For example, “The Jets are an awful football team, they will not make the playoffs.”

To fix the run-on sentence, you can change the comma to a semicolon, use a conjunction (for, and, nor, but, or, yet, so) after the comma, make one of the independent clauses dependent, or break it up into two sentences.

8.) Modifiers– A modifier must be as close as possible to the item it modifies in order to avoid confusion. On the SAT, be particularly careful of introductory phrases or clauses set off by a comma- they modify the word immediately following the comma:

For example, “Filling the sky with a bright orange glow, James sat back and enjoyed the gorgeous sunset.”

The sentence is wrong because James was not the one filling the sky with a bright orange glow. To correct it, you would need to place the modifier right next to the word being modified, sunset:

“James sat back and enjoyed the gorgeous sunset, which filled the sky with a bright orange glow.”

9.) Parallelism– Whenever you see a list of items or a comparison between items, make sure the items are in parallel form. They should all be the same part of speech:

For example: “My favorite things to do in my free time are baking pastries, playing tennis, and movies.”

You would need to say “watching movies” or “going to the movies” in order to make the list parallel.

10.) Wordiness– On the SAT, concise sentences are preferable to wordy ones. One issue to look out for is the passive voice, which is inherently wordy. Sentences in the passive voice begin with the thing being acted upon, rather than the actor. By contrast, the active voice, which is correct on the SAT, begins with the subject.

For example, “The new law was voted on by the legislature.”

You can change the above sentence to the active voice by beginning with the the word performing the action, the legislature:

“The legislature voted on the new law.”

Douglas Groene has over ten years experience in tutoring for the ACT, SAT, GRE, GMAT, and LSAT. He is the founder and author of Pencil Nerd’s Test Prep Blog, which contains interesting news, tips, tools, and product reviews relating to test prep for the major standardized tests.

Things You Need To Know To Ace the SAT Writing Multiple Choice – Part I

by guest author Douglas Groene

Many kids dread the SAT essay and obsessively prepare for it as if their futures depend on it. But the little-known secret of SAT writing is that it doesn’t count for very much:

The essay only counts for about 30% of your writing score!

If you really want a stellar SAT writing score, you’d better focus on the writing multiple choice, which counts for a whopping 70% of your writing score.

Luckily, the writing multiple choice tests a very limited number of areas- ten, in fact. If you know all ten very well, you are good to go. You don’t need to worry about properly forming the possessive, spelling, or anything other than these ten things (Part II will contain the last five):

1.) Subject-verb agreement– Every verb must agree with its subject. The SAT will throw all sorts of clauses, phrases, and other distractors between the subject and verb to fool you. Your best bet is to mentally cross out everything in between the subject and verb and make sure they are both singular or both plural:

For example, “The girls on my cheerleading team is traveling across the country to participate in the national finals.”

Forget the extraneous words “on my cheerleading team.” Girls is? No. Girls are traveling.

You should be aware of a few special subject-verb agreement issues: two singular nouns connected by “and” create a plural subject; words that describe a portion of a whole (all, most, etc.) can be singular or plural subjects depending on the whole they describe; the pronouns “each” and “every” (and related pronouns) are always singular subjects; and collective nouns that describe a group of people or things acting in unison (such as “team” or “Congress”) are treated as singular subjects.

2.) Verb tense– The verb must be in the correct tense for the time in which it takes place. For the most part, you should prefer the simple past, present, and future tenses (I played, I play, I will play). Rarely on the SAT, you will need to use the progressive (I am playing) to emphasize that the action is ongoing.

The perfect tenses are more often wrong than right on the SAT, so only use them when your situation fits the rule perfectly.

Use the present perfect (I have played) to describe something that started in the past and continues to the present (for example, “I have played soccer since I was five”).

Use the past perfect tense (I had played) when something else in the sentence happened in the past and your verb happened even earlier (for example, “By the time I turned 21, I had earned an undergraduate degree in physics”).

Use the future perfect tense (I will have played) when something else in the sentence will happen in the future, and your verb will happen between then and now (for example, “by next month I will have paid off my entire Visa bill”).

3.) Idiom– Idiom is the one part of the SAT writing for which I can’t give you any rules to follow. Idiom comes down to how most people phrase expressions. For example, most people don’t say “I am confused on how you got your answer.” They say, “I am confused about how you got your answer.” Ultimately, there is no good reason why we say one and not the other- it’s just convention.

If you have been reading/writing English for a long time, most of the common idioms are probably familiar to you. Otherwise you should spend some time memorizing common idioms.

Watch out for idiom whenever you see verb-preposition combinations (comment on, emerge from, etc.).

4.) Diction– On the SAT, you must choose your words precisely. The SAT will test your knowledge of the difference between commonly confused words, such as less vs. fewer, or affect vs. effect.

For example, “My Girl Scout troop is selling boxes of cookies- how much would you like to buy?”

You should use many, rather than much. Use many for things you can count (boxes, dollars, sheep, etc.) and much for things you can’t count (food, money, luck, etc.).

5.) Pronouns– There are a few things to look for when you see a pronoun. First, make sure the pronoun agrees with its antecedent (the word it stands in for) in number, gender, and person.

For example, “After the boys finished playing baseball, she started a game of football.”

The word “she,” a feminine and singular pronoun, is way off. The only possible antecedent is “the boys,” so the pronoun should be “they.”

Second, make sure the pronoun is in the correct case- subject or object, depending on whether the pronoun is doing the action of having the action done to it.

For example, “After we won the lottery, many of the neighbors came over to congratulate my wife and I.”

Though some people obsessively prefer “I” over “me,” in the above sentence it is wrong. The pronoun is the object of the verb “congratulate” and therefore needs to be in the objective case. It should read, “many of the neighbors came over to congratulate my wife and me.”

Douglas Groene has over ten years experience in tutoring for the ACT, SAT, GRE, GMAT, and LSAT. He is the founder and author of Pencil Nerd’s Test Prep Blog, which contains interesting news, tips, tools, and product reviews relating to test prep for the major standardized tests.