Here’s what the best students do to study for the GRE

Whenever you do practice GRE problems, you should spend significantly more time reviewing each problem than you spent doing it. Many students have asked me this very reasonable question, though: “What am I supposed to actually do when I review?” Here’s the answer. This review process will help you squeeze more out of every problem you do. 

Revisit your solution.

Once you’ve finished a timed problem set, don’t check your answers immediately. Instead, revisit each problem and your own solution. Are you satisfied with your answer, and with how quickly you arrived there? If not, redo the problem, spending as much time as you need. Try solving it in different ways, until you find one that feels right.

If you still just can’t figure it out, then before you do anything else, decide what you’d need to know in order to come up with a solution. Is there a vocabulary word you can’t define? A geometry rule you can’t remember? In that case, feel free to look up the facts you need and keep trying. Are you struggling to translate the words into equations, or to identify the conclusion of the argument? Make a note of any skills you need to improve.

If you do understand the problem after a second attempt, ask yourself two questions:

1. Why did you get it wrong the first time?
2. How would you approach the problem if you saw it again? Generalize from your failure on this problem, to success on different problems you’ll see in the future.

Next, work from the right answer.  

Now it’s time to look at the official answer. Don’t read the explanation, though — just peek at the answer itself. If it fits what you’ve come up with, you can move on to the next step. If it doesn’t match, or if you didn’t come up with a satisfying solution on your own, you’ve got more work to do.

Redo the problem again, looking for a solution path that would lead you to the correct answer. If you find yourself saying “Oh, that makes sense,” you’ve taught yourself how to do that problem correctly next time! If you’re still flummoxed, read on…

Finish up with a complete solution.

This is the step where you check the official explanation for the first time. If you found a solution on your own, you’re looking for different perspectives on the problem, or clever ways to save time while solving it. If you didn’t, then read just enough of the explanation to give yourself a hint. Reading the whole explanation is a last resort — if you have to do this, the problem is probably too tough to bother with right now!

If the explanation doesn’t help you, Google the first few words of the problem. Many problems have been thoroughly discussed by instructors and students online.   

Finally, record what you’ve learned.

Take notes about GRE problems as you review them. These notes can be as simple or as elaborate as you like, but here’s what really matters:

1. Are you going to do the problem again later?
2. What can you take from this problem that would help you on other problems?

When you’re answering that second question, be as general as you can. Great takeaways are ones that tell you how to react to a specific clue in the problem: “When I see this, I’ll do this.” Suppose that you missed a two-blank Text Completion problem because you didn’t notice that the phrase “instead of” reversed the meaning of part of the sentence. Don’t just write down “look for ‘instead of'” in your notes. Instead, record a general lesson like this: “When I see a two-blank Text Completion problem, look for words and phrases that tell me whether the blanks are similar, or opposites.” You might even go on from there to brainstorm a list of those critical words and phrases. 

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English as a second or foreign language

English as a second or foreign language is the use of English by speakers with different native languages. Instruction for English-language learners may be known as English as a second language (ESL), English as a foreign language (EFL), English as an additional language (EAL), or English for speakers of other languages (ESOL).

“English as a second or foreign language…” indeed is the use of English by speakers with different native languages. English as a second language (ESL) is often used for non-native English speakers learning English in a country where English is commonly spoken. English as a foreign language (EFL) is used for non-native English speakers learning English in a country where English is not commonly spoken.

The term ESL has been misinterpreted by some to indicate that English would be of secondary importance. However, it simply refers to the order in which the language was learned. The term ESL can be a misnomer for some students who have learned several languages before learning English. The terms English Language Learners (ELL), and more recently English Learners (EL), have been used instead, and the students’ home language and cultures are considered important. (Wright, 2010). Edited

The way English learners are instructed depend on their level of English proficiency and the programs provided in their school or district. In some programs, instructions are taught in both, English and their home language. In other programs, instructions are only in English, but in a manner that is comprehensible to the students (Wright, 2010). Yet, there are other programs in which ELLs are pulled out of the classroom for separate English instruction, or the instruction can also be given in the classroom itself (Wright, 2010).

English as a language has great reach and influence; it is taught all over the world. In English-speaking countries, English language teaching has evolved in two broad directions: instruction for people who intend to live there, and instruction for those who do not. These divisions have grown firmer as the instructors of these two "industries" have used different terminology, followed distinct training qualifications, formed separate professional associations, and so on.

Crucially, these two arms have very different funding structures, public in the former and private in the latter, and to some extent this influences the way schools are established and classes are held. Matters are further complicated by the fact that the United States and the United Kingdom, both major engines of the language, describe these categories in different terms.

Although English is the principal language in both the US and the United Kingdom, it differs between the two countries, primarily in pronunciation and vocabulary. For example, some words and phrases that are inoffensive in the US are offensive in the UK and vice versa. These differences are the butt of many jokes. "We have really everything in common with America nowadays, except, of course, language" (Oscar Wilde, in The Canterville Ghost).

Similarly, Bertrand Russell said: "It is a misfortune for Anglo-American friendship that the two countries are supposed to have a common language." Variations have been misattributed to Winston Churchill, and George Bernard Shaw,[citation needed] that England and America "are two countries [or nations] divided [or separated] by a common language [or tongue]."

Interaction with native speakers

ESL students often have difficulty interacting with native speakers in school. Some ESL students avoid interactions with native speakers because of their frustration or embarrassment at their poor English. Immigrant students often also lack knowledge of popular culture, which limits their conversations with native speakers to academic topics. In classroom group activities with native speakers, ESL students often do not participate, again because of embarrassment about their English, but also because of cultural differences: their native cultures may value silence and individual work at school in preference to social interaction and talking in class. These interactions have been found to extend to teacher–student interactions as well.

In most mainstream classrooms, teacher-led discussion is the most common form of lesson. In this setting, some ESL students will fail to participate, and often have difficulty understanding teachers because they talk too fast, do not use visual aids, or use native colloquialisms. ESL students also have trouble getting involved with extracurricular activities with native speakers for similar reasons. Students fail to join extra-curricular activities because of the language barrier, cultural emphasis of academics over other activities, or failure to understand traditional pastimes in their new country.

Social benefits

Supporters of ESL programs claim they play an important role in the formation of peer networks and adjustment to school and society in their new homes. Having class among other students learning English as a second language relieves the pressure of making mistakes when speaking in class or to peers. ESL programs also allow students to be among others who appreciate their native language and culture, the expression of which is often not supported or encouraged in mainstream settings. ESL programs also allow students to meet and form friendships with other non-native speakers from different cultures, promoting racial tolerance and multiculturalism.

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TOEFL

The Test of English as a Foreign Language, or TOEFL, is a test which measures people’s English language skills to see if they are good enough to take a course at university or graduate school in English-speaking countries. 

It is for people whose native language is not English. It measures how well a person uses listening, reading, speaking and writing skills to perform academic tasks. This test is accepted by more than 7,500 colleges, universities, and agencies in more than 130 countries; which means it is the most widely recognized English test in the world.

The format of the TOEFL test has been changed three times. The first was the PBT (paper-based TOEFL test). It tests listening, reading and grammar skills with a perfect score being 677. Some centers where computers are not available still offer this format. 

The second format is the CBT (computer-based TOEFL test). People are each provided with a computer to take the test. A writing section was added as well as the three sections. The level of listening and grammar skills are automatically changed depending on a person’s English level. The third change is the iBT (Internet-based test) that is being brought in around the world which measures listening, speaking, reading and writing.

There are three procedures that people are following to take the test. First it is decided where and when you are going to take the test because the format of the test could be either iBT or CBT depending on location. 

People need to register 2–3 months in advance to get a place. Second is registration in person, online, by phone, or through email. Online registration is most common and payment will be required to complete the registration. The cost changes depending on what kind of exam is taken.

As more universities and colleges want a TOEFL more people are wanting to do the test. In Korea in 2010, nearly 115,000 people took the test to demonstrate their ability in English. 

This was 20% of the total for people doing the test. It is considered as one of the ways for middle or high school students to apply for the high ranked domestic universities. By studying at such an advanced level, it could help to improve their English skills to get high scores in other English exams.

Test scores

TOEFL iBT Test

• The TOEFL iBT test is scored on a scale of 0 to 120 points.
• Each of the four sections Reading, Listening, Speaking, and Writing) receives a scaled score from 0 to 30. The scaled scores from the four sections are added together to determine the total score.
• Each speaking question is initially given a score of 0 to 4, and each writing question is initially given a score of 0 to 5. These scores are converted to scaled scores of 0 to 30.

Paper-based Test

The final PBT score ranges between 310 and 677 and is based on three subscores: Listening (31–68), Structure (31–68), and Reading (31–67). Unlike the CBT, the score of the Writing component (referred to as the Test of Written English, TWE) is not part of the final score; instead, it is reported separately on a scale of 0–6.

The score test takers receive on the Listening, Structure and Reading parts of the TOEFL test is not the percentage of correct answers. The score is converted to take into account the fact that some tests are more difficult than others. The converted scores correct these differences. Therefore, the converted score is a more accurate reflection of the ability than the raw score is.

Accepted TOEFL Scores

Most colleges use TOEFL scores as only one factor in their admission process, with a college or program within a college often setting a minimum TOEFL score required. The minimum TOEFL iBT scores range from 61 (Bowling Green State University) to 110 (University of Oxford).

ETS has released tables to convert between iBT, CBT and PBT scores.

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Test Preparation

22 hours per week/Eight-week sessions

AREAS OF INSTRUCTION
ESL tests: iBT TOEFL, IELTS
Undergraduate tests: SAT
Graduate test: GRE, GMAT, USMLE

Prerequisites:
Successful completion of all seven levels of AEI's Intensive English Course
or: score higher than Level Seven on AEI's placement test
or: successfully passed professional exams in English
Students must pass Section 1 or show scores of 70 or higher on the actual TOEFL exam, Band 6 for IELTS, 500 for SAT, 150 for GRE or 630 for GMAT before enrolling in Section II

All test preparation courses consist of two sections, the first of which provides the foundation necessary for success in the second advanced section. For best results on the actual exams, it is recommended that students take both sections and both the Verbal and Math sections of the SAT, GRE and GMAT tests.

TOEFL Prep Course

TOEFL I

This is the first of two TOEFL preparation courses developed to prepare students for the TOEFL iBT©. This course is designed for students with no prior experience on the TOEFL iBT and/or with fewer advanced levels of English. It focuses on all four language skills tested on the TOEFL iBT: reading, listening, speaking, and writing. It aims to familiarize students with the exam, introduce basic strategies for tackling questions, and improve test-taking skills. The course also builds the language skills necessary for success on the TOEFL iBT and ultimately in academic settings.

TOEFL II
This is the second of two TOEFL courses developed to prepare students for the TOEFL iBT©. This course is designed for students with some prior familiarity with the TOEFL iBT and/or with more advanced levels of English. It provides extensive practice of all four language skills tested on the TOEFL iBT: reading, listening, speaking, and writing. It emphasizes effective strategies for obtaining a high score on the exam and aims to improve student test-taking skills. The course also helps students master the language skills necessary for success on the TOEFL iBT and ultimately in academic settings.

IELTS Prep Course

IELTS I
This is the first of two IELTS preparation courses developed to prepare students for the IELTS exam©. This course is designed for students with no prior experience on the IELTS and/or with fewer advanced levels of English. It focuses on all four language skills tested on the IELTS : reading, listening, speaking, and writing. It aims to familiarize students with the exam, introduce basic strategies for tackling questions, and improve test-taking skills. The course also builds the language skills necessary for success on the IELTS and ultimately in academic settings.

IELTS II
This is the second of two IELTS courses developed to prepare students for the IELTS exam. This course is designed for students with some prior familiarity with the IELTS and/or with more advanced levels of English. It provides extensive practice of all four language skills tested on the IELTS : reading, listening, speaking, and writing. It emphasizes effective strategies for obtaining a high score on the exam and aims to improve student test-taking skills. The course also helps students master the language skills necessary for success on the IELTS and ultimately in academic settings.

SAT Prep Course

SAT Verbal 1
This is the first of two courses developed to prepare students for the verbal portion of the SAT exam. It is designed for students with no prior experience and/or low test scores on the SAT. It focuses on vocabulary, grammar, writing and reading. It aims to familiarize the students with the exam and provide a strong verbal foundation for success in SAT Verbal 2.

SAT Verbal 2
The last of two courses developed to prepare students for the verbal portion of the SAT exam, this course is designed for students who passed SAT Verbal 1 or scored 500 or higher on the actual exam. It focuses on the specific verbal areas tested on the exam: critical reading, writing, grammar, and writing. Offering extensive practice with authentic SAT questions and guided professional instruction, the course aims to equip students with the skills and strategies necessary for desired results on the test.

SAT Math 1
This is the first of two courses developed to prepare students for the math portion of the SAT exam. It is designed for students with no prior experience and/or low test scores on the SAT. It focuses on familiarizing students with the exam and providing the necessary math foundations for success in SAT Math 2.

SAT Math 2
The last of two courses developed to prepare students for the math portion of the SAT exam, this course is designed for students who passed SAT Math 1 or scored 500 or higher on the actual exam. It focuses on the specific math areas tested on the exam: arithmetic operations, algebra, geometry, statistics, and probability. Offering extensive practice with authentic SAT questions and guided professional instruction, the course aims to equip students with the skills and strategies necessary for desired results on the test.

GRE Prep Course

GRE Verbal I
This is the first of two GRE prep courses developed to prepare the student to be successful on the Verbal Section of the GRE exam. The GRE course encapsulates the principles that are required in order to learn the skills necessary for success. The course covers the principles of Reading Comprehension, Essay Writing involving an Analysis of an Issue and an Analysis on an Argument topic, and sentence grammar with word recognition.

GRE Verbal II
This is the second of two GRE courses developed to prepare the student for success on the Verbal Section of the GRE exam. The course includes extensive use of the principles taught in GRE Verbal I. The course gives ample practice to help master the time conditions required to do the various parts of the writing portion of the test. The Reading Comprehension part of the course will entail all the strategies learned in GRE Verbal I in solving Text Completion and Sentence Equivalence type questions. The student will also do several GRE Verbal practice tests to gauge progress and improve scores on the actual test.

GRE Math 1
This is the first of two GRE prep courses that was developed to prepare the student to be successful on the Math Section of the GRE exam. The course encompasses the principles, properties, theorems and postulates of Arithmetic, Geometry, Algebra, and Numerical Systems. The student will use this information to solve problems and become prepared to enter GRE II.

GRE Math II
This is the second of two courses developed to prepare the students to be successful on the Math Section of the GRE exam. The course encompasses the topics in Math that use the principles, properties, theorems and postulates taught in GRE I. The student will also have the opportunity to take several GRE Math practice tests to gauge progress and improve scores on the actual test.

GMAT Prep Course

GMAT Verbal 1
This is the first of two GMAT preparation courses developed to prepare the student for success on the Verbal Section of the GMAT exam. The course stresses the mastery of principles required in order to learn the skills necessary for successes, including Reading Comprehension, Analysis on an Argument Essay Writing, recognition of the proper grammatical requirements for Sentence Correction, and the basics of Integrated Reasoning.

GMAT Verbal II
The second GMAT Verbal course involves extensive use of and practice with the principles taught in GMAT Verbal I. These include ample Writing practice under the time conditions of various parts of the writing portions of the test, applying test strategies for Reading Comprehension, and answering actual GMAT Verbal type questions relating to Sentence Correction. The course will also instruct the student on the required skills needed to answer any type question on the Integrated Reasoning part of the GMAT test. The student will also take several GMAT Verbal practice tests for diagnosis of progress and improvement of scores on the actual test.

GMAT Math I
This is the first of two GMAT prep courses developed to prepare the student to be successful on the Math Section of the GMAT exam. The course encompasses the principles, properties, theorems and postulates of Arithmetic, Geometry, Algebra, and Numerical Systems. The student will use this information to solve problems and become prepared to enter GMAT Math II.

GMAT Math II
The second GMAT preparation course in the Math series includes extensive practice with the principles, properties, theorems and postulates of Arithmetic, Geometry, Algebra, and Numerical Systems learned in GMAT Math I. The student will also have the opportunity to take several GMAT Math practice tests for diagnosis of progress and improvement of scores on the actual test.

USMLE Prep Course

The United States Medical Licensing Exam (USMLE) Self-Guided Study Program is designed to equip domestic and international medical students and graduates seeking to practice medicine in the United States with the support and resources necessary to independently and effectively prepare for the USMLE (United States Medical Licensing Examination). A wealth of reference and self-study texts are available to our students, as well as online question banks, flash cards, instructional DVDs, and more. Furthermore, USMLE test prep students are supported with dedicated space for group study meetings, volunteer placement assistance in local hospitals, access to AEI Computer and Language Lab; Student Study/Lab; audio/video equipment; counseling services; and more.

Students in the U.S. on an F1 Visa must make normal progress in their studies and are required to meet on-campus attendance requirements.

Students entering their first session of USMLE study are required to pay a fully refundable $200 deposit, at time of tuition payment, for borrowing library books and resources. When a student leaves the school, if all books have been returned on time and in acceptable condition, all deposit moneys are returned.

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The Very Best Teachers Is Our Policy And Our Practice

Our students can expect teachers who are both professional and experienced. All our ESL instructors are native speakers of English. Our minimum requirement for teachers is 2-3 years teaching experience, relevant baccalaureate degree, and a TESOL certificate. However, the average number of years of teaching experience is much higher and the majority of our faculty members have advanced degrees.

 

Adding to our qualifications, teachers and staff regularly participate in AEI’s professional development program. By having continuing education as a requirement, we aim to keep both staff and instructors abreast of the latest research and practices relevant to their field.

Within the framework of AEI's curriculum and standards, instructors have liberty to creatively develop lesson plans. They are encouraged to master their discipline and incorporate the latest implement technologies and methodologies in ways that best suit the courses and students.

Oversight Committee

AEI’s oversight committee reviews budgets and provides feedback on major administrative plans and projects. The committee is composed of the Directors of each of AEI’s major departments.

Ms. Julie ResslerMs. Julie Ressler, School Director

Julie Ressler founded the Atlanta English Institute (AEI) in 1993. AEI has a reputation for providing superior English instruction to international students from all over the world. Julie has served as Admissions Officer, Director of School, and Dean of Students. She provides high-quality counseling and guidance to non-native English speaking students. As an administrator, she is considered to be both caring and detail oriented.

Julie presented her work, “A Holistic Approach to English Grammar”, at the Southeast TESOL Conference in Nashville, Tennessee, fall 2004. As a highly experienced English as a Second Language (ESL) instructor, she has successfully taught beginner through advanced levels of grammar with a holistic approach. Her earlier accomplishments include teaching ESL overseas and in the U.S., highlighted by three years on Atlanta Radio Korea, a daily live morning show. Julie holds a Bachelor of Arts Degree in English Literature and Linguistics, from Ho Nam University in South Korea.

Barbara J. RobertsMs. Barbara Roberts, Dean of Students

As Dean of Students at AEI, Barbara Roberts brings more than forty years of experience as an English as a Second Language educator, trainer and Licensed Professional Therapist (LPC). Her combined knowledge allows her to address cultural adjustment issues and ESL program management in order to best serve students.

She began her career teaching ESL in New Jersey where her professional work included ESL curriculum development and instruction for multi-level classes. She conducted programs for corporate and multi-lingual senior citizen communities. Barbara taught test preparation courses for college students taking the TOEFL test. She developed and conducted ESL teacher training programs for the Parsippany Board of Education in New Jersey. Additionally, she developed curriculum and supervised teachers for Amnesty International. Her ESL work includes private tutoring.

Barbara’s work in the field of psychotherapy spans community outreach to private practice, with a focus on adult individual, couple, and family therapy. She has expertise in counseling multi-cultural clients, and group therapy. She has conducted seminars for various communities on child abuse awareness and prevention and various other topics. She has been a supervisor for therapists preparing for the licensing exam. Barbara has been a Fellow of the American Psychotherapy Association (APA) and a member of the National Board of Certified Counselors (NBCC) since 1991.

Barbara served as Assistant Director to the Office of Family Concerns, at the Catholic Archdiocese of Atlanta. There she recruited and managed teams of volunteers and professionals. She developed, implemented, and supervised programs for marriage preparation and enrichment. Barbara offered psycho-educational workshops, for pastors and deacons, covering a variety of mental health issues. Additionally she facilitated administration and interpretation of bi-lingual, personality assessment tools.

She received her ESL teaching certification while doing post-graduate work in linguistics and holds an MS in Counseling/Psychology.

Mr. Ray SweatmanMr. Ray Sweatman, Director of Academic Affairs

Mr. Sweatman was born and raised in Atlanta, Georgia. He has been teaching ESL for over 20 years. He has taught in Los Angeles, Saudi Arabia and for the past eight years at A.E.I. He has also taught Humanities at the College level and is a member of TESOL. He enjoys teaching, inspiring, encouraging and helping others. He holds two degrees, one a MFA from Columbia University and the other an ABJ from the University of Georgia.

Shaheena Abdul Sultan, Director of Operations

Ms. Shaheena Sultan began her administrative work at AEI in 2010. Her previous professional career provided her with the expertise to serve in the position of United States Medical License Exam (USMLE) Coordinator. Ms. Shaheena’s study in Pakistan in the field of medicine, and her experiences as health educator, clinician, clinical supervisor, and administrator bring combined knowledge and management skills to best serve AEI in the school’s Operations. Currently she is working as Director of Operations. With her vast experience at AEI Shaheena has participated in the school’s accreditation process by assisting in data collection, compilation of documents, and multiple other tasks to support the effort.

In her professional career in Pakistan she has been a member of College of Physicians and Surgeons since 2002. She is a life member of College of Family Medicine, Pakistan as well as World Organization of Family Doctors (WONCA) since 2005. She is certified by the American Heart Association and Federal Emergency Management Agency for Disaster Management and Community Emergency Response Teams.

Ms. Shaheena has provided not only the willingness and dedication to do whatever it takes, but also she has demonstrated support and motivation to promote maximum performance while working at AEI.

Mr. Syed Ahsan RazaMr. Syed Ahsan Raza, Senior Accountant

Mr. Raza has more than thirty years of “Auditing and Accounting” experience. His expertise allows him to address auditing, accounting and budgeting matters for AEI. He holds three Master’s degrees in the fields of Economics, Business Administration and History. He also has numerous other professional certificates.

He began his career as “Senior Auditor” in a Pakistan Audit Department. He served the Audit Department as Accountant, Audit Officer, and officer in charge of several Audit and Inspection teams. His expertise includes budgeting, bookkeeping, tax consultancy and auditing. He has audited a large number of government, semi-government, private and autonomous entities in Pakistan.

He has been at AEI since 2007 and is currently working as the Senior Accountant in the Department of Accounting and Finance.

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