Human Differences Between Human And Artificial Intelligent...

A Turing test is the process of a human distinguishing the difference in answers when conversing with both a Cleverbot and a human, however is unaware of the questions that have been answered by the human and which have been answered by artificial intelligence. This test is also to find out if Artificial intelligence responds similar enough that it is equivalent or indistinguishable. Example: We carried out this investigation to see what would happen and to see if it is easy enough to distinguish the difference between human and artificial intelligent conversations. A certain human was picked to complete the Turing, as he was the one capable of asking the questions. The importance of him asking the questions was because we needed a person to begin the conversation, and also to make sure that the investigation was fair. Here are the results: Human conversing with Human Questionnaire: - Human Questionnaire: Hey! How are you? - Human: I m good. How about you? - Human Questionnaire: I m ok thank you. - Human: That’s nice what’s your name? - Human Questionnaire: My name if Joffrey, what about you? - Human: My name is Robin. - Human Questionnaire: That’s a cool name, my sister is called Robin - Human: Do you like your sister? - Human Questionnaire: No, she is loud and annoying - Human: How old is she? - Human Questionnaire: She is 8. - Human: Yeah that’s an annoying age. How old are you? Human conversing with Artificial intelligence/Cleverbot: - Human Questionnaire: Hey! How areShow MoreRelatedArtificial Intelligence and Cognitive Reasoning1597 Words   |  7 Pagesrepresentation of a humanoid character that is in fact a machine functioning and learning new skills with artificial intelligence. 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These functions include responding to complex problems, maintaining a set behavior, planning, problemRead MoreARTIFICIAL INTELLIGENCE6331 Words   |  26 PagesARTIFICIAL INTELLIGENCE Contents : Abstract : Introduction : History : Concepts : Branches of AI : Artificial Intelligence in fiction : Problems o 7.1 Deduction, reasoning, problem solving o 7.2 Knowledge representation o 7.3 Planning o 7.4 Learning o 7.5 Motion manipulation o 7.6 Perception o 7.7 Social intelligence o 7.8 Creativity o 7.9 General intelligence ï‚ · VIII : Tools o 8.1 Search optimization o 8.2 Logic o 8.3 Probabilistic methods for uncertain reasoning Read MoreMovie Analysis : Spike JohnzeDirected By Spike Jonze1004 Words   |  5 PagesBy contrasting Theodore Twombly with his surrounding scene, Spike Jonze illustrates how relationship can possibly evolve in the future and affects human interaction with each other. Her is a romantic science-fiction film directed by Spike Jonze. 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HIV AIDS Older Adults Health And Social Care Essay Free Essays

string(40) " connexion between HIV and climacteric\." Human immunodeficiency virus ( HIV ) is a virus that kills the immune system ‘s cells, taking to a Immunodeficiency syndrome ( AIDS ) , which is when the immune system is weakened to the point where an single gets certain types of life-threatening diseases, infections, and malignant neoplastic diseases. HIV infection is frequently inapparent and can take every bit small as a few hebdomads to look as minor flu-like symptoms and ten old ages for more terrible symptoms, which may include concern, chronic cough, diarrhoea, conceited secretory organs, deficiency of energy, loss of appetency and weight loss, frequent febrilities and workout suits, frequent barm infections, tegument roseolas, pelvic and abdominal spasms, sores on certain parts of your organic structure, and short-run memory loss. Older grownups, aged 50 and older, may non detect these HIV symptoms because they may tie in them with normal aging ( HIV, AIDS, and Older Adults, n. We will write a custom essay sample on HIV AIDS Older Adults Health And Social Care Essay or any similar topic only for you Order Now d. ) . As people age, some ripening procedures are similar to the consequence of chronic HIV on the organic structure. Apoptosis, the natural mechanism for the organic structure to acquire rid of weak or damaged cells, can take to the break of the immune system, which can besides take to malignant neoplastic diseases ; this is occurs more frequently in older people with HIV. Older grownups with HIV besides experience immunosenescence, besides called immunologic ripening or exhaustion of T-cells, which causes a destructive high T-cell turnover and may be portion of premature ripening of the immune system ( Aging and HIV, 2010 ) . Anyone is at hazard of acquiring HIV/AIDS, which may be due to many different grounds. Peoples can acquire HIV from holding without utilizing rubbers if their sex spouse is HIV positive ; the virus would go through from the spouse to them through the exchange of organic structure fluids, including blood, seeds, vaginal fluid, by any gap such as a tear or cut in the liner of the vagina, vulva, phallus, rectum, or oral cavity. Peoples are besides at hazard if they do non cognize their spouse ‘s sexual and drug history ; they should inquire themselves if their spouse has been tested for HIV, how many different sex spouses they have had, and if they use any drug injections. Another hazard factor is if a individual injects drugs and portion acerate leafs or panpipes with other people ; this may non merely be applicable to drug users, other people, such as those with diabetes who inject insulin or pull blood to prove for glucose degrees, might portion acerate leafs. In add-on, if a individual has had a blood transfusion between 1978 and 1985 or in a underdeveloped state at any clip, he or she might be besides at hazard of undertaking HIV. However, the virus can non be contracted from insouciant contact, such as agitating custodies or caressing, sharing a drink or being sneezed on by a HIV positive individual, donating blood, and mosquito bites . Using public telephone, imbibing fountain, public public toilets, swimming pool, Jacuzzi, or hot bath besides does non set one at hazard ( HIV, AIDS, and Older Adults, n.d. ) . Peoples frequently believe that older grownups, 50 and older, are non at hazard for acquiring HIV because they do non hold sex, which besides contributes to the addition rate of among people in this age scope. However, surveies from the early 1990s provided informations that proved there is no alteration in sexual desire after the age of 50 and experts report that more than half of people over 50 are holding sex a couple times each month. However, older grownups know less about safe sex patterns late adolescents and immature grownups in their early mid-twentiess, which explains portion of the growing in the HIV population ( Cichocki, 2007 ) . HIV among grownups over 50 is nil new ; since the early 80 ‘s, HIV in individuals older grownups have accounted for about 10 per centum of all instances. Back in the yearss, HIV was chiefly transmitted by blood among the senior population, but today, heterosexual contact and needle sharing among IV drug users over 50 are the chief causes o f HIV among them ( Cichocki, 2007 ) . In add-on to cognize less about safe sex and HIV than the younger crowd, older grownups are less likely to speak about their sex life, are frequently neglected by healthcare workers and pedagogues, in footings of HIV/AIDS instruction and bar, and frequently non asked about their sex life or drug usage by physicians. It is a batch harder for physicians to detect HIV symptoms in an older grownup ( HIV, AIDS, and Older Adults, n.d. ) . Because older grownups may misidentify HIV/AIDS symptoms for the achings and strivings of normal aging, they are less likely to acquire tested for HIV/AIDS than younger people. In add-on, they may be embarrassed, ashamed, and fearful of being tested for HIV/AIDS, which is frequently considered a disease connected with holding sex and injecting drugs, which besides causes them to populate in isolation and to hold more terrible depression. For this ground, people age 50 and over may hold had HIV for old ages before being tested and by the clip they are diagnosed, the virus may already be in its most advanced phase. Older grownups who HIV most of the clip make non populate every bit long as immature people who have it. Many older people who have HIV/AIDS live in isolation because they are afraid to state household and friends about their unwellness. HIV/AIDS besides affects older grownups in another manner. Young people with HIV/AIDS can normally turn to their parents and grandparents f or fiscal support and nursing attention, but many older people have cared for their ain HIV positive kids and so for their orphaned and sometimes HIV positive grandchildren ; this can be mentally, physically, and financially run outing, particularly if the individual is HIV positive because they require more attending and attention ( HIV, AIDS, and Older Adults, n.d. ) . There may besides be a connexion between HIV and climacteric. You read "HIV AIDS Older Adults Health And Social Care Essay" in category "Essay examples" Womans who are menopausal are no longer worried about acquiring pregnant and therefore may be less likely to utilize a rubber and pattern safe sex. Some menopausal adult females besides have vaginal waterlessness and cutting, intending they are more likely to hold little cryings and scratchs during sexual intercourse, which can set them at greater hazard for undertaking HIV. In add-on, due to the fact that adult females may populate longer than work forces and the lifting rate of divorce, there is an addition figure of widowed, divorced, or detached adult females get downing to day of the month ; since many of them do non understand how HIV is spread, they are at hazard of HIV transmittal ( HIV, AIDS, and Older Adults, n.d. ) . For many decennaries bar plans have been largely created for immature people ; merely a smattering has been aimed at older grownups. Simply seting images of old people on a posting or circular stating things such as stop AIDSs, wear a rubber, or pattern safe sex, is non plenty to forestall HIV transmittal among older grownups ; it is of import to understand the issue of aging and get bying with the challenges HIV will give. Harmonizing to Ory, Zablotsky and Crystal ( 1998 ) , in order to place older grownups ‘ AIDS-related hazards behaviours, and develop educational attacks and preventative schemes for modifying any hazardous behaviour, dedicated attempt is needed ( HIV/AIDS A ; Older Adults, n.d. ) . There are some challenges to HIV/AIDS bar for older grownups. The first challenge is that older grownups are less likely to follow HIV bar schemes than immature grownups. HIV/AIDS is besides seldom discussed among people of the same community. In add-on, older grownups are non suspected of drug usage, which is a large error because older grownups are merely like everybody else and do the same things as everybody else. Many older grownups frequently show marks of hazardous sexual behaviours, do non utilize protection, usage IV drugs and portion acerate leafs. They besides find themselves dating once more because they might be a window, separated, or divorced, and holding sex without protection. Carolyn is an old adult female who got married three times and contracted HIV, from the drug trader who was populating her, by holding unprotected sex and sharing acerate leaf for drugs injections. She did non cognize about the virus until the drug trader who was live togethering with her got h ospitalized and her girl found out from the physician that he was deceasing from HIV and prohibited Carolyn from seeing her grandchildren as a consequence ( HIV/AIDS A ; Older Adults, n.d. ) . Furthermore, there is grounds that some HIV infected older grownups have gotten it through sexual dealingss with the same gender. Pat is a HIV positive older grownup who has ever known he was homosexual since he was immature ; he was given four months to populate when he was diagnosed but has learned to get by with the disease with the support of his household. Older grownups besides do non hold proving and instruction attempts directed to them ( HIV/AIDS A ; Older Adults, n.d. ) . Assorted factors should be considered in bar plans for older grownups. The best plans to work are normally those that are intensive. They should emphasize on alteration motive, attitudes, behavioural accomplishments, self-management schemes, and personal hazard decrease problem-solving. A good plan should besides be carefully made harmonizing to the cultural, lifestyle, relationship and normative beliefs and values of clients.A In add-on, gender, ethnicity, age, sexual orientation, and relationship values of clientsA are factors that affect the aims, content, and issues that must be addressed during the HIV bar plan. It is really of import to non presume that patients are non at hazard, to give bar messages to patients ( they should be repeated at regular intervals ) , to learn other professionals to increase consciousness of the hazard factors to older grownups and work with them to inform the older grownup community. HIV infection should besides be tested when there are unexplained symptoms ( HIV/AIDS A ; Older Adults, n.d. ) . In order to forestall HIV transmittal and inform older grownups, it is besides of import to be cognizant of the job ; older grownups and their health care suppliers are most of the clip non cognizant of the job. In 1997, Skiest and Keiser did a study of primary attention doctors ‘ beliefs, patterns, and cognition that pointed out many concerns. One of the concerns was that 69.7 % of the doctors said that grownups, 50 old ages and over, seldom or ne’er asked inquiries refering HIV or AIDS. 60.8 % besides said that they seldom or ne’er discussed HIV/AIDS with their patients who are 50 old ages and older, and 67.5 % of them seldom or ne’er discussed hazard factor decrease. Some of them besides said that they are more likely to ne’er inquire their older patients over 50 than their younger 1s under 30 about HIV hazard factors. In add-on, doctors did non rank the most prevailing hazard factors in patients over 50 in the right order, being: ( 1 ) male-male sex, ( 2 ) endovenous drug usage, ( 3 ) blood transfusion, and ( 4 ) heterosexual sex. Physicians 40 and older were more likely to cognize the most prevailing hazard factor of HIV for older grownups. Family practicians were more likely toA seldom or ne’er askA older patients about hazard factors for HIV than other doctors. The study showed that primary attention doctors do non cognize plenty about HIV/AIDS hazard factors in older patients and do non speak enough about HIV and AIDS with older patients ( HIV/AIDS A ; Older Adults, n.d. ) . It is of import to speak to older grownups about the hazards of HIV/AIDS and educate them on bar. Older people frequently open up and discourse sensitive affairs, including gender, when they feel that it is of import for their wellness or the wellness of their loved ones.A However, some may be embarrassed to uncover that they are still sexually active at their age because society expects them non to be.A Those who do drugs injections may besides experience shame from making something illegal.A Harmonizing to Hendersen et Al, older adult females need instruction on reenforcing the possibility of HIV transmittal by heterosexual intercourse, clear uping misperceptions about transmittal, and stressing the effectivity and usage of rubbers in bar. Older grownups besides should be informed about proving ; they need to cognize when to be tested and that they can be treated. Prevention messages should besides be repeated so that they can be reinforced. Giving messages one time is non plenty ; it may increase older grownups ‘ cognition about HIV/AIDS but it will non be adequate to alter any hazardous behaviours the some older grownups have. Older grownups should besides be helped in developing the accomplishments to forestall infection.A A They may necessitate to be taught how to decently utilize a rubber and those who use injection drug may non recognize the dangers of needle sharing. Older grownups are more familiar with the usage of rubbers in gestation bar, which is a concern they no longer hold, and do non hold every bit much cognition of HIV bar by the usage of rubbers. Merely 13 % of older adult females inA Henderson et Al ( 2004 ) survey knew the efficiency of rubbers in forestalling HIV transmittal ; non cognizing much about how good condom works in HIV bar may take to less usage of it. In add-on, older work forces may hold erectile troubles worsened by rubber usage, which would do them non utilize condoms.A It is besides of import to speak to HIV positive older grownups because they can distribute the disease ( HIV/AIDS A ; Older Adults, n.d. ) . Furthermore, it is a good thing to acquire in touch with other people who besides work with older grownups and those specialized in HIV/AIDS. It is better to work every bit group because it would increase consciousness, resources, and available information. Working with public wellness pedagogues will besides give more information about community instruction ; older grownups need to be able to reach services that can help them. Older grownups, particularly those who are HIV positive, will most likely need the specialised attention of an infective disease ( ID ) doctor ; A A other wellness attention professionals, such as gerontologists, societal workers, and instance directors most of the clip will besides necessitate to acquire involved as the disease progresses.A As a consequence of these professionals working together, attention will be better coordinated and all other demands of the older grownup patient will be met. However, sometime other professionals may non understand the ha zard of HIV infection for older grownups or may believe the myths that older grownups are non involved in drugs or are sexually active. In this instance, one should learn them so that they can be portion of the bar plan ( HIV/AIDS A ; Older Adults, n.d. ) . Dedication is needed to place HIV/AIDS hazard factors and develop a good educational and preventative plan. All messages must be made for the older population ; those made the younger crowd may non make older grownups because they will experience as though it does n’t concern them. Older grownups will non utilize rubbers unless there are given a ground to make so. If the plan is made to aim the older population, it is more likely to increase their cognition on HIV/AIDS. It is besides a good thing to hold some plans and messages directed to different groups of older grownups. One chief group is homosexual males ; they are at hazard due to male-to-male sexual dealingss being the taking manner of transmittal of HIV/AIDS in older grownups. Another of import group is heterosexual adult females ; a turning per centum of septic adult females are African American. Womans are a large part of HIV infected aged patients and African American adult females populating in a rural scene are m ore affected and more likely to be infected. It is disputing to inform them of the hazards because they may non desire to listen, hence integrating the message along with other medical services will assist in making them. In add-on, some messages should be directed to older grownups traveling through different phases of life ; they may be at hazard because of new relationships after separation, divorce, or widowhood. It is besides indispensable to chase away myths about older grownups because even those who work with them could believe in those myths ( HIV/AIDS A ; Older Adults, n.d. ) . Overall, older grownups are more at hazard for HIV/AIDS due to the weakening of the immune system as people age. Older grownup besides are at a higher hazard of infection because they tend to hold unprotected sex because they are non any longer concern with gestation and some suffer from erectile disfunction, which might impede them from have oning rubbers. The chief cause of HIV/AIDS transmittal in older grownups is male homosexual dealingss and needle sharing. In order to inform older grownups about the hazards of HIV, it is of import to understand the issue and work as a squad with other professionals who work with them. It is besides of import to educate other professionals about HIV hazard for older grownups and chase away myths such as older grownups are non sexually active and do non hold sex. It is besides of import to direct messages to different groups in order to make older grownups more expeditiously and in order for them to larn and retain the information better because it would do them associate better and experience as though it pertain to them. How to cite HIV AIDS Older Adults Health And Social Care Essay, Essay examples

Quality of Customer Service Free-Sample for Students-Myassignment

Question: Required to Develop Strategies to Manage Organisational Systems that Ensure Products and Services are delivered and Maintained to Standards agreed by the Organisation. Answer: Introduction: Quality customer service is highly required to run any business organization successfully (Chang 2016). The success or failure of any product or service is dependent on the quality of customer service. Customers are considered as one of the key element of any business organization. They play a crucial role in the success of every organization. It is impossible to establish a successful business organization by underestimating the importance of the customers. The primary objective of every leading business organization is to match the satisfaction level of their customers. Quality customer service encompasses observing the requirements of the customers, supplying quality service or products, listening to their issues and improving the quality of the products or services. Customers are one of the important stakeholders of the organization (Christopher 2016). The reputation of any organization is highly dependent on the satisfaction level of the consumers. Customer service plan is an in tegral part of every organizational strategy. A quality customer service plan influences the growth of the organization. Innovative Widgets is known as one of the largest widgets producer in Australia. It has been founded in 1952. They are one of the largest suppliers of widgets for manufacturing machineries. Being one of the leading business organizations, Innovative Widgets is a huge profit making organization. It has produced pretax profit $ 2, 24,000 in last year. Recently Innovative Widgets has faced various challenges due to weak customer service policy. The management has faced difficulties to identify the requirements of its external customer and internal customers. The below mentioned article has concentrated on the customer service plan for the organization Innovative Widgets. It has enlightened all the aspect of the organization to establish customers service policies and procedure to match the satisfaction level of the customer. Customer Service Plan: Being leading widgets producers, Innovative Widgets possess huge number of internal and external customers. It has external customer over 1000. It must establish a customer service plan to meet the expectation level of its consumers. Five years ago, while the management of Innovative Widgets faces crisis due to not fulfilling its customers requirements, it has lost many consumers. This situation has led the organizational management to face an awful consequence. The organizational management has felt the requirement of a well-constructed customer service management. There are many consumers associated with the brand Innovative Widgets. The organizational maintain a huge supply chain. It is important to follow a well-established customer service plan to maintain the chain successfully. Fig: Supply Chain of Innovative Widgets Created by: Author Vision and Mission: The vision of Innovative Widgets is to match the satisfaction level of their consumers by providing quality service and products to them. The organizational management wants to maintain a healthy relation with their consumers (Davenport 2013). The organizational management wants to establish a better future for the organization and earn a desired position in the society. The primary objective of the organization is to establish as the leading organization in widgets manufacturing. The organizational management has concentrated on making huge profit by producing most useful and efficient widgets. The mission of the organizational management is to spread their network in the global market. The management wants to increase the revenue 10% in coming five years. They want to associate with all the leading machinery manufacturers in the world by providing them efficient support. Product Standard: The Primary objective of the any business organization is to maintain healthy relation with their consumers as the success of any business organization highly depends on the customer satisfaction level (Goetsch and Davis 2014). According to the managing director of the organization, their goal is to serve their consumers with quality and improved products and services to maintain healthy relationship with them. Products are the weapon for the organizational management of Innovative Widgets. It is considered as one of the major strength of the organization. In order to provide efficient support to the consumer the organizational management must focus on the quality of their product (Hollensen 2015). It must encourage the innovation to improve the quality of their product. Innovation influences the quality of the product and services. They must enhance the features of their gadgets to increase the capability of their product. This will increase the demand of their product and helps the organizational management to fulfill the customers requirement. Consumers in recent time look for products that possess several unique features that can be helpful for them. Thus, the organizational management of Innovative Widgets must focus on the features of their product and include some innovative and unique features into their product that distinguish it from other products. Innovation will influence the productivity which will be beneficial for the increasing market demand (Jeston and Nelis 2014). Innovation Widgets must use high quality material for the production of widgets. The quality of the product depends on the quality of its material. The organizational management must use standard materials to maintain the quality of their product to avoid any kind of future risk like customer dissatisfaction, customer crisis and so on. The success of any organization is highly dependent on the materials that have been used during production. To provide efficient service to the cust omers, the organizational management must pay attention to the quality of the materials. In this modern age, people prefer the products with quality, so the management must consider the fact while constructing their organizational strategy. Affordable price of a useful product always attracts a large number of consumers (Kastalli and Van Looy 2013). In order to achieve the organizational goal, Innovation Widgets must focus on product pricing. They must apply some reasonable price for their products. It will be helpful to draw the attention of maximum number of buyers. Affordable price is considered as a useful approach for any kind of products. The organizational management of Innovation Widgets must consider the fact while applying price on their products. It is often evident that reasonable price of any product leads the organization to achieve the organizational goal. The management must offer their product in an affordable price so all types of consumer can afford it. It will help them to provide quality service to their consumers and match the customer satisfaction level. Service Standard: Production of quality product is not enough. Organization must provide end to end service to its customers. The development of every organization is based on its customer service standard (Khodakarami and Chan 2014). The organizational management must concentrate on the fact that after the production of their product it must be delivered to its potential customers properly. The organization must appoint some responsible staffs who are able to supply the products to its consumers sincerely. The development of any organization is highly dependent on this service. Delivery of the product in an appropriate manner will help Innovative Widgets to earn the trust of their customer and maintain a healthy relation with them. It is important for the organizational management of Innovative Widgets to pay special attention to their consumers as they are one of the important pillars of the organization. It is the responsibility of organizational management to listen to the requirement as well as complaints of their consumers. It helps them to identify the change they to implement into their system. Although, Innovative Management is leading organization in widgets production, it has some flaws in its system, such as- the organizational management is unable to identify their internal and external consumers. The organizational management will be able to understand the requirement and loopholes in their system by listening complaints of their consumers (Krajewski, Ritzman and Malhotra 2013). Management will be able to provide efficient and effective service to its consumers. Innovative Widgets must encompass a communication strategy into their rule book to interact with their consumers. This type of communicati on plays dual role. The organizational management can listen to the issues of the buyer as well as the management can communicate about their new products and services to the consumers. Such practices can attract a huge number of buyers. It is often evident that many organizations face various difficulties due to inconvenient behavior with the consumers. The reputation of the organization is highly dependent on their customer service. In order to establish a better future for the organization, the management of Innovative Widgets must maintain healthy relation with their consumers by maintaining communication with them (Slack 2015). Policies and Procedures: Innovative Widgets must incorporate some policies and procedure into their organizational strategy so they can provide efficient service to their consumers. At first management must identify the requirement of the customers. The organizational management must focus on identifying the actual demand of their consumers. It will help the organization to identify the change they need to implement into their system (Soteriou and Stavrinides 2013). This policy must be included into the organizational strategy. Management can conduct various surveys to communicate with their consumers where the buyers will share their views. It will be helpful for the organizational development. The organizational management must take the feedback of their consumers regarding their service. It influences the service quality of the organization. According to the Rater Model consumers evaluate the service quality of the any organization by measuring their expectation with their perception. This model has highlighted five key areas based on which the consumers compare their perception with the expectation level. These five key areas are- Reliability, Assurance, Tangibles, Empathy and Responsiveness (Stadtler 2015). Reliability: It signifies that if the service of any organization is trustworthy of dependable or not. Assurance: It reflects the assurance factor of the service of any organization. Tangibles: It signifies if the physical aspect of the service is impressive or not. Empathy: It signifies the relation between the customers and organization and its employees. Responsiveness: It signifies if the organization is providing efficient service on time or not. This model is very much useful for the every organization to identify the customers requirements and the loopholes it posses in the organizational structure. The key factors of this model signify the point of view of customer. It is highly beneficial for every organization to modify their organizational structure as per the customers requirement. The organizational management of Innovative Widgets must consider this model while establishing organizational strategies and policies as these factors influence customers feedback. It is impossible to resolve any issue related to customer by avoiding these key factors (Alfes et al. 2013). It is often evident that many organizations face various challenges due to their ignorant behavior towards the customers complaints (Trainor et al. 2014). Innovative Widgets management must listen to all the complaints of their consumers very carefully to understand their mistakes and loopholes. It will be helpful for them to modify their organizational strategy according to the requirement of the consumers. It is not enough to listen to the problems of the customer; the management must ensure them to resolve the issue as early as possible. This assurance will help the management to protect their brand image. Fig: Number of Consumers call per day Created by: author Continuous Improvement Policy: The responsibility of every organizational management is to ensure continuous improvement in their service to match the expectation level of their consumers (Orenga-Rogl and Chalmeta 2016). It can be seen that the organization that maintain the quality of their service are able to achieve the desired target. In this competitive era, where every organization is giving its best performance to survive in the competition and beat their rival, it has become very important for every organization to maintain the continuous growth in the service. In order to improve the quality of the service the organizational management of Innovative Widgets must review their service and take the feedback of the consumers frequently. It will be helpful to identify the loopholes and correct the earlier mistakes to provide efficient service to its customer. The quality management plays crucial role in this process (Thomas 2013). They must ensure that the growth of organizational service is consecutive by rev iewing its service and conducting research work for taking suggestions and feedbacks from the consumers (Blazevic et al. 2013). Fig- Quality Improvement Created by: Author Conclusion: As per the previous discussion, it can be concluded that the being a leading organization Innovative Widgets must follow a well-established customer service plan to meet the expectation level of their consumers. The development of an organization is highly dependent on its customer service management. The management must put more efforts to identify the requirement of their customer by including some customer friendly policy into their rule book. The management must appoint a skilled quality management team for maintaining continuous growth in their service. The management must deal with each of its consumers with care and sincerity to maintain healthy relation with them. It is important for Innovative Widgets to maintain healthy relation with their consumer for running their business organization successfully. Reference: Alfes, K., Shantz, A.D., Truss, C. and Soane, E.C., 2013. The link between perceived human resource management practices, engagement and employee behaviour: a moderated mediation model.The international journal of human resource management,24(2), pp.330-351. Blazevic, V., Hammedi, W., Garnefeld, I., Rust, R.T., Keiningham, T., Andreassen, T.W., Donthu, N. and Carl, W., 2013. Beyond traditional word-of-mouth: an expanded model of customer-driven influence.Journal of Service Management,24(3), pp.294-313. Chang, J.F., 2016.Business process management systems: strategy and implementation. CRC Press. Christopher, M., 2016.Logistics supply chain management. Pearson UK. Davenport, T.H., 2013.Process innovation: reengineering work through information technology. Harvard Business Press. Goetsch, D.L. and Davis, S.B., 2014.Quality management for organizational excellence. Upper Saddle River, NJ: pearson. Hollensen, S., 2015.Marketing management: A relationship approach. Pearson Education. Jeston, J. and Nelis, J., 2014.Business process management. Routledge. Kastalli, I.V. and Van Looy, B., 2013. Servitization: Disentangling the impact of service business model innovation on manufacturing firm performance.Journal of Operations Management,31(4), pp.169-180. Khodakarami, F. and Chan, Y.E., 2014. Exploring the role of customer relationship management (CRM) systems in customer knowledge creation.Information Management,51(1), pp.27-42. Krajewski, L.J., Ritzman, L.P. and Malhotra, M.K., 2013.Operations management: Processes and supply chains(Vol. 1). New York: Pearson. Orenga-Rogl, S. and Chalmeta, R., 2016. Social customer relationship management: taking advantage of Web 2.0 and Big Data technologies.SpringerPlus,5(1), p.1462. Slack, N., 2015.Operations strategy. John Wiley Sons, Ltd. Soteriou, A.C. and Stavrinides, Y., 2013. An internal customer service quality data envelopment analysis model for bank branches.International Journal of Bank Marketing. Stadtler, H., 2015. Supply chain management: An overview. InSupply chain management and advanced planning(pp. 3-28). Springer Berlin Heidelberg. Thomas, J.C., 2013. Citizen, customer, partner: Rethinking the place of the public in public management.Public Administration Review,73(6), pp.786-796. Trainor, K.J., Andzulis, J.M., Rapp, A. and Agnihotri, R., 2014. Social media technology usage and customer relationship performance: A capabilities-based examination of social CRM.Journal of Business Research,67(6), pp.1201-1208.

The Status of the Scarf Model within UAE Challenges and Benefits

Description of scarf model The SCARF model originates from the study of brain within the domain of social, cognitive and affective neuroscience. Social neuroscience involves the biological foundations of how human beings relate to each other and hence cover diverse areas such as morality, emotions, trust, stereotyping among others.Advertising We will write a custom report sample on The Status of the Scarf Model within UAE: Challenges and Benefits specifically for you for only $16.05 $11/page Learn More As a result, two themes emerge: the motivation driving social behavior is controlled by the principle of maximizing reward and minimizing threat; and several areas of social experience call upon the same brain networks to minimize threat or maximize rewards. As a result, the SCARF model is utilized in summarizing the dualistic themes within an arrangement which borders the universal basic factors that are competent of stimulating a menace or incentive reac tion in societal conditions. The SCARF (status, certainty, autonomy, relatedness, fairness) model consists of these five areas of human social experience. These domains appear interlinked but their individual input is most significant. Status involves the relative importance and seniority. In relation to others, humans embrace an image of status when conversing. According to Zink et al. (2008), this relative importance affects their mental process in many different ways. The main imperative aspect in this realm is the incentive circuitry that is stimulated when an individual’s intellect condition mounts while the dopamine altitude amplifies. Certainty is about the ability to predict the future. Any change creates uncertainty and generating a sense of certainty is rewarding. Autonomy being the view of plying over an individual’s atmosphere, it proffers a sense of direction above actions conveying in an impression of having substitutes. While an increase in autonomy feel s rewarding a reduction can create a strong threat response. Relatedness refers to a sense of safety with others or a feeling of friendship. It is the decision about whether others are included or excluded from a social group. Fairness is about fair exchanges among people. As asserted by Lieberman and Tabibnia and (2007), unjust interactions generate a robust threat reaction.Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Background of Higher Colleges of Technology with Al Ain Men’s College Al Ain Men’s college is a campus of the larger Higher Colleges of Technology established in 1988. With its humble operations in a temporary campus, the institution has grown into a huge campus with purpose built facilities and attractive gardens. The institution offers a range of courses including engineering technology, business and computer information science. As the name suggests, the college is for men alone with about 1000 students. In addition to academic activities, the students engage in other extra curriculum activates such as sporting, recreation, socializing and politicking. Therefore, the college has always attempted to create a positive relationship among students, employees and managers. However, there have been reported cases that reflect controversies and mismanagement within the Higher Colleges of Technology. In the fiscal 2005, the selection of Kamali to be the vice chancellor brought distress amongst workforce as regards to employment uncertainty initiating numerous resignations (Rizvi, 2005). Additionally, the structure espoused by this college has been intensely disparaged following the nullification of the merit payment plan consented upon by the management along with cut pay increments (Swan, 2010). In 2010, further case of indifference from the college senior managers towards employees were discovered when newly transferred teachers faced poor worki ng conditions (Swan, 2010). Moreover, the college management nullified payment agreements denying the employees their contractual-agreed increments causing fierce reactions from the staff (Swan, 2011). These and other issues have negatively affected the important social relationships between the institution managers, the staff and the students. Problem statement The social situation in Higher Colleges of Technology reflects the importance of understanding the neurological mechanism that governs the behavior of college stakeholders. The menace reaction is psychologically exhausting and dangerous to the efficiency of workforce of the entire institution. The effect of neural dynamism among the staff is visible in Al Ain Men’s College. For example, when an administrator prompts a menace reaction, the wits of the workforce become very inefficient. Nevertheless, if the administrators make the personnel and the college learners feel okay, offer them liberty to make pronouncements, u ndoubtedly converse their prospects to serve the entire college comparatively and prop up the efforts to fabricate excellent affiliation, it would prompt an incentive reaction.Advertising We will write a custom report sample on The Status of the Scarf Model within UAE: Challenges and Benefits specifically for you for only $16.05 $11/page Learn More When the college directors comprehend the responsibility of status as an interior distress, they are competent of avoiding executive observations that generate counterproductive menace reactions amongst workforce members. When they work to create a perception of certainty through employee involvement in planning initiatives or by mapping an organization framework that promote this perception, they will certainly build confidence and dedicated teams. By sustaining self-sufficiency or presenting the shareholders with choices, they inflame a few difficulty reactions than obliging them to take directives. Dynamic alliance is contingent on healthy associations which call for compassion and confidence. The compassion and confidence sequentially bank on whether the workforce perceives to be an element of the directors’ societal cluster. Understanding the relatedness phenomenon will make the college leaders be able to find many ways to apply it such as when assigning teams of diverse people. In Al Ain Men’s College, the discernment of inequality might produce an atmosphere in which confidence and cooperation does not succeed. Thus, when directors share information in a suitable approach, they can keep workforce and students occupied and encouraged, even when cutting down the number of workforce. Normally, SCARF model will proffer a mode of bringing cognizance responsiveness to latently filled contacts and aid alert the institution heads to personnel central concerns. Literature review Most of the SCARF model literature has concentrated on the five domains and their importance to l eaders as well as the organization at large. These domains appear to be interlinked is some ways, but researchers have valued separate understanding. However, the most significant conclusion about SCARF model is that it is an easy way of remembering and acting upon the social triggers that generate the approach and avoid responses. According to Rock (2008), the most significant study on status as the first domain in SCARF model was conducted by Marmot. He ended the case that this realm is the most imperative determinant of individuals’ wellbeing and permanence, even when scheming for earnings and edification. Status involves the relative importance and seniority. In relation to others, humans embrace an image of status when conversing.Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The individuals’ intellect thinks in relation to position via circuits for dealing out statistics. An increase in status can be compared to a financial windfall. A reduction in status stemming from being excluded in an activity trigger the same regions of human brain as physical pain. Status can often go up when employees are given positive comments, especially public acknowledgement. However status is determined by the relative position one has in the community and what is valued in that community. Hawkins and Blakeslee (2004) experimented how the intellect purposes as a pattern-detection appliance that persistently strives to envisage the very close prospect. The intellect is fond of knowing the blueprints occurring after every twinkle and hence desires certainty so as to envisage. Any form of uncertainty may generate an error response and eventually diverting the attention away from the goal towards the error. The literature further suggests that the creation of certainty is rewarding and meeting expectations lead to an increase in dopamine levels. Reducing uncertainty is the role of leaders and can be achieved by letting all those involved to participate in planning and mapping out the organization structure. Certainty can be increased by making implicit concept more clear or stating clear objectives prior to a discussion. Autonomy being the discernment of brandishing over an individual’s atmosphere, it proffers a sense of direction over actions that raise an inkling of having substitutes (Rock, 2008). When the discernment of self-sufficiency is amplified, the sense is gratifying. On the other hand, a reduction is autonomy can create a strong threat response. Such a reduction may b required when working in a team though in a healthy culture the potential threat tends to be neutralized with an increase in the other domain especially certainty, status and relatedness. Rock (2008) has the opinion that an organization provided with significant au tonomy is at an advantage. Concerning relatedness, Rock (2008) supposes this realm as a driver of actions in various sorts of groups, from directorial silos to games team: individuals are logically fond of forming clusters where they acknowledge a sense of togetherness. The conclusion of whether an individual is a pal or an opponent occurs swiftly and distresses brain operations. In case protected societal relations are inexistent, the individual bodies produce a menace reaction. The domain of relatedness is closely associated with trust and people trust those who seem to be in the same group. Rock identifies one way to increase reward response as to find ways to increase connections between people. Tabibnia and Lieberman (2007) showed that fair exchanges are inherently rewarding and are independent of other factors. Inequitable interactions craft a brawny menace reaction and may occasionally embrace creation of the narrow-minded (a segment of the brain liable for passionate sensati on). Such a threat can be reduced by increasing transparency, communication and involvement. In addition, establishing clear expectation can also assist in ensuring the occurrence of fair exchanges. Research methods The research objective is to make out, in terms of appropriate literature, whether SCARF model can bring conscious awareness to all potentially fraught interactions in Higher Colleges of Technology within Al Ain Men’s College and recommend on the best practices that can promote social behaviors within the institute. Through the identification and review of the various central themes in previous researches, it is hoped that a picture of the most effective relationship between the college stakeholders will be derived. The review and examination of the theoretical global appropriate literature would offer a picture of the situation of the current affairs pertaining to social interactions and their effects in the running of Al Ain Men’s College. Apart from the university library, research engines such as Emerald, Google, published materials by reputed researchers and gurus in this field will be used. There would also be the identification of possible research topics in order to provide clarity in future over a period of longitudinal research to identify new themes and trends. Findings In Al Ain Men’s College, triumphant facilitators, instructors and coaches naturally utilize the SCARF model. This follows the fact that students are perceived to learn better in subjects which interests them. In this case, interest materializes as a state approach. Educating or training students who always feel collectively unwanted, detached, treated unjustly or threatened proves to be a mounting task. Educators in Al Ain Men’s College have thus created an encouraging learning atmosphere via particularly calling attention to how students improve (Phelps, 2006). This in turn boosts the students’ status senses. As observed from this insti tution, such a step is especially imperative if the students learn something new that might generate threat responses. On the other hand, instructors similarly offer awareness on various autonomies by initiating choices in the classrooms while generating certainty through a clear presentation of outlines on what is to be learnt. The major aspect in this case is that Al Ain Men’s College tutors, instructors and educators tend to give more significance to the state approach as a requisite learning state. More efforts are generated towards learning and much attention directed towards the maintenance of the state (Tabibnia Lieberman, 2007). Through administrative and private coaching, it emanates that all the five elements of SCARF have been increased in Al Ain Men’s College. However, to increase statuses, the college tutors and students ensure that habitual affirmative feedbacks, the realization of goals and concentration to the incremental perfection are realized. Certa inty in this college is increased via the identification of the essential goals and consequently minimizing the uncertainty innate in the maintenance of manifold focuses. It is apparent that when large goals are broken down into minute steps, they seem to enlarge certainty with respect to how the goals could be achieved. It was found that trying to find ways of taking actions at times when the ensuing challenges materialize to be insuperable might enlarge autonomy. When the associations with the coaches and tutors are strong, relatedness seem to increase (Rizvi, 2005). Fairness nonetheless was reduced when both students and college leaders viewed states of affairs from the other perceptions. The SCARF model has provided a scientifically healthy framework that Al Ain Men’s College uses to build self-awareness as well as responsiveness of students and college leaders among other leaders. Yet, some new Al Ain Men’s College leaders accidently impacted negatively the SCARF domains. For example, most of such leaders might have known the direction in which activities ought to be carried out but rather device several directions which yield negligible feedbacks. Hence, this affects the status of all the stakeholders, college leaders and the students’ status. This often occurs when the directors do not offer comprehensible expectations which in turn impacts on certainty (Swan, 2010). The level of autonomy is impacted by the level of micro-management whereas the maintenance of professional distance appears to impact on relatedness. When the parties involved are not all that transparent enough, they might impact on fairness. If the reverse is the case, both college leaders and students are triggered to work even much harder since they become inherently contented with the association itself. Recommendations Based on the study findings, it is clear that the SCARF model identifies the most inventive ways to motivate which might not merely be less expensi ve, but similarly sustainable and stronger. In fact, in a world where swift changes and mounting interconnectedness is experienced, organizations need to rapidly grow so as to improve the manner in which individuals and groups collectively work. To easily comprehend the real human social behavior drivers, institutions must become extra urgent within such an environment. This forms the basis of organizations that want to thrive in the currently competitive market environment. Therefore, the Al Ain Men’s College leaders need to adopt the SCARF model in order to be able to handle the threat responses which could in turn lower performance. Implications SCARF seems to have scores of implications with respect to the manner in which the organization is structured. This incorporates the systems of communications, the flow of information, the reward systems as well as the organization remunerations structures (Lieberman, 2007). Basically, Higher Colleges of Technology within Al Ain Me n’s College adopted the SCARF model to help individuals and groups in maximizing rewards and minimizing threats in their daily experience. To minimize threats, most students and college leaders seem to have become more conversant with the SCARF domains given that the model has helped them to reassess and mark experiences which could otherwise decrease their performance. In fact, the model assists in managing oneself. For instance, as applicable in brain studies, re-evaluation and classification are considered to be some of the verified cognitive tools and system used to reduce threat reactions (Hawkins Blakeslee, 2004). In Higher Colleges of Technology within Al Ain Men’s College, such techniques have proved to be very effectual in condensing the response threat in comparison to the process of attempting to repress the emotions. Recognizing the SCARF elements has further assisted the Al Ain Men’s College students and other staffs to comprehend issues like why o ne cannot clearly believe in situations when another person has assaulted their status rather than merely attempting to drive away the feelings. Besides, understanding the various elements of SCARF has permitted each student and every college leader to amicably devise ways of effectively motivating themselves. A clear illustration relates to the focusing of attention towards rising the students and college leaders’ autonomy sense during uncertainty occasions (Rock, 2008). For instance, centering on the ecstasy of performing anything they like provided they are unexpectedly out of class or work. The SCARF model aids in giving the reasons why coaching in this college persists to be very effectual as regards to the facilitation of change. It ideally identifies the manner in which each and every college delivery could be improved. Conclusion Whereas all the elements of SCARF tend to replicate the key brain networks, the model plays a decisive role appertaining to the collaboratio n and influence on others. Within the Al Ain Men’s College, comprehending these drivers seem to assist the organization, groups and individuals to efficiently function, reduce any conflict which might take place very easily between the public and boost the time span these groups take in the state approach. As regards to this college, the concept is considered to be tantamount to better performance. Thus, comprehending the elements of the SCARF model while unearthing tailored approaches to efficiently utilize such brain insights, may assist this college people in becoming trainers, facilitators, leaders, parents, instructors, administrators and tutors. The findings concerning the profound collective nature of human brain together with the significance of the SCARF model elements, has offered diminutive steps towards to correct direction. References Hawkins, J. Blakeslee, S. (2004). On Intelligence. New York, NY: Times Books. Lieberman, M. D. (2007). Social Cognitive Neuroscie nce: A Review of Core Processes. Annual Review of Psychology, vol.58, pp.259-289. Phelps, E. A. (2006). Emotion and cognition: Insights from Studies of the Human Amygdala. Annual Review of Psychology, vol. 57, pp.27-53. Rizvi, M. (2005). 25 top officials quit HCT alleging mismanagement. Khaleej Times. Web. Rock, D. (2008). SCARF: a brain-based model for collaborating with and influencing others. Neuro-Leadership Journal, vol.8 (1), pp.1-9. Swan, M. (2010). Pay frozen and job losses loom as UAE universities feel the pinch. The National. Web. Swan, M. (2010). Teachers resign over college shake-ups. The National. Web. Swan, M. (2011). HCT puts lecturers’ salary rises on hold. The National. Web. Tabibnia, G., Lieberman, M. D. (2007). Fairness and cooperation are rewarding: evidence from social cognitive neuroscience. Annals of the New York Academy of Sciences, vol.1118 (3), pp.90-101. Zink, C. F., Tong, Y., Chen, Q., Bassett, D. S., Stein, J. L., Meyer- Lindenberg A. (2008). Kn ow Your Place: Neural Processing of Social Hierarchy in Humans. Neuron, vol. 58 (5), pp.273-283. This report on The Status of the Scarf Model within UAE: Challenges and Benefits was written and submitted by user N1k0las to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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Edward Jenner Essays - Smallpox, Chordopoxvirinae, Poxviruses

Edward Jenner Essays - Smallpox, Chordopoxvirinae, Poxviruses Edward Jenner Brooke Basiri Mrs. Frey World History Honors 14 April 2000 Edward Jenner was born in Berkeley in 1749. Orphaned until he was 5 years old, his brothers and sisters wanted him to get involved with medicine. He completed his training with the great surgeon John Hunter at St. George's Hospital in London. At the age of 23 he returned to Berkeley as the local doctor, leaving only to continue smaller practices in London and Cheltenham. The Chantry became his home for 38 years. From the early days of his career, Jenner was interested by country-lore which held that milk-maids who caught the cowpox could not catch smallpox, one of the most feared diseases of all time. (It had been know to kill up to 20% of the population). Today, smallpox is gone, thanks to Edward Jenner. On May 14th, 1796 a milkmaid, Sarah Nelmes, came to Jenner with cowpox. He devised a brave and dangerous experiment. He passed on the disease to James Phipps - his gardener's son - by scratching his skin with infected metal. (vaccination). When James had recovered from the cowpox, Jenner tried to give him smallpox. James failed to contract the disease. Jenner gathered more evidence and published his findings (at his own expense) in 1798. Despite opposition to his revolutionary ideas, his publication - known as the Inquiry - was translated and rapidly passed around the world. 170 years later, in 1967, the World Health Organization masterminded a final global plan to get rid of smallpox for good. Success was announced in 1980. Smallpox was dead! Edward Jenner's methods, and in particular his discovery of vaccination, have now developed into one of the most important branches of modern medicine - Immunology. This science helps the world to fight and treat many infectious diseases, and mainly, to understand transplantation, allergies and diseases such as rheumatoid arthritis and AIDS. In addition to this profound discovery, Jenner made several other contributions to medicine. He was probably the first to associate angina with hardening of the arteries. He also described Rheumatic Heart Disease and purified important medicines. Edward Jenner has also become famous in other fields of science. He was made a Fellow of the Royal Society in 1789 for correctly describing for the first time, the curious nesting behavior of cuckoos. He was also one of the first to publish convincing evidence that some species of birds migrated to other countries in the winter. (Many, in those days, believed they hibernated. Together with his friend, John Hunter, he studied the hibernation of mammals such as hedgehogs and dormice. Jenner was probably the first person to fly a balloon in Britain. Filled with hydrogen and launched from Berkeley Castle, it traveled 24 miles. A skilled geologist and fossil hunter, he discovered the first Plesiosaurus fossil on nearby Stinchcombe Hill. His home, The Chantry, is now dedicated to Edward Jenner, the man, and his work. His study remains much as it was when he died in 1823. In the peaceful garden is still the thatched hut where he vaccinated the poor, free of charge.

How to Get 800 on SAT Writing 9 Strategies From a Perfect Scorer

How to Get 800 on SAT Writing 9 Strategies From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 600–750 range on SAT Writing? Do you want to raise that score as high as possible- to a perfect 800? Getting to an 800 SAT Writing score isn't easy. It'll require near perfection and a mastery of both grammar rules and essay writing. But with hard work and my SAT writing strategies below, you'll be able to do it. I've consistently scored 800 on Writing on my real SATs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 600 on SAT Writing or above (this equates to a Writing Test Score of 30+ out of 40 on the New SAT). If you're below this range, my "How to Improve your SAT Writing Score to a 600" article is more appropriate for you. Follow the advice in that article, then come back to this one once you've reached a 600. Also, the New 2016 SAT now has a single 800 Reading + Writing score, combining the individual Reading and Writing test scores. Technically, when I mention a perfect Writing test score, I'm referring to a perfect 40/40 test score, which is essential to getting an 800 Reading and Writing score. In this guide, I'll use800 and 40 interchangeably to mean a perfect Writing score. We won't talk about Reading here, but if you want to improve your Reading score too, check out my Perfect SAT Reading score guide. Overview Most guides on the internet on how to get an 800 on SAT Writing are pretty low quality. They're often written by people who never scored an 800 themselves. You can tell because their advice is usually vague and not very pragmatic. In contrast, I've written what I believe to be the best guide on getting an 800 available anywhere. I have confidence that these strategies work because I used them myself to score 800 on SAT Writing consistently. They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring an 800 is a good idea, what it takes to score an 800, and then go into the nine key SAT Writing strategies so you know how to get an 800. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why an 800 Writing score is useful, since this will fuel your motivation to get a high score. This guide has been updated for the New 2016 SAT Writing and Language section, so you can be sure my advice works for the test you're about to take. Final note: In this guide, I talk mainly about getting to an 800. But if your goal is a 700, these strategies still equally apply. Understand the Stakes: Why an 800 SAT Writing? Let's make something clear: for all intents and purposes, a 1540+ on an SAT is equivalent to a perfect 1600. No top college is going to give you more credit for a 1600 than a 1540. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 1560, don't waste your time studying trying to get a 1600. You're already set for the top colleges, and your time is better spent working on the rest of your application. But if you're scoring a 1520 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 1530 or above. There's a big difference between a 1460 and a 1560, largely because it's easy to get a 1460 (and a lot more applicants do) and a lot harder to get a 1560. A 1540 places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. So why get an 800 in SAT Reading+Writing? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your composite score moreso than your individual section scores. If you can get a perfect 40 in SAT Writing and a perfect 40 in SAT Reading, that means you only need a 750 in SAT Math. This gives you a lot more flexibility. Princeton's 75th percentile for Writing is 800. There's another scenario where an 800 in SAT Writing is really important: if you're planning to apply as a humanities or social science major (like English, political science, communications) to a top school. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a humanities/social science major, you're competing against other humanities/social science folks: people for whom SAT Writing is easy. Really easy. Here are a few examples from schools. For Harvard, Princeton, Yale, and Dartmouth, the 75th percentile SAT Reading+Writing score is an 800. That means at least 25% of all students at these schools have an 800 in SAT Writing. But if you can work your way to an 800, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. Know That You Can Do It! This isn't just some fuzzy feel-good message you see on the back of a milk carton. I mean, literally, you and every other reasonably intelligent student can score an 800 on SAT Writing. The reason most people don't is they don't try hard enough or they don't study the right way. Even if language isn't your strongest suit, or you got a B+ in AP English, you're capable of this. Because I know that more than anything else, your SAT score is a reflection ofhow hard you work and how smartly you study. SAT Writing is Designed to Trick You - You Need to Learn How Here's why: the SAT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in school? You've learned grammar before in school. You know some basic grammar rules. But the SAT questions just seem so much weirder. It's purposely designed this way. The SAT can't test difficult concepts because this would be unfair for students who never took AP English. It can't ask you to decompose Dostoevsky's The Brothers Karamazov. The SAT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover. Subject verb agreement, run-on sentences, pronoun choice, etc. You've learned all of this throughout school. But the SAT still has to make the test difficult, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Example Question Here's an example: find the grammar error in this sentence: The commissioner, along with his 20 staff members, run a tight campaign against the incumbent. This is a classic SAT Writing question. The error is in subject/verb agreement. The subject of the sentence is commissioner, which is singular. The verb is "run," but because the subject is singular, it should really be "runs." At your level, you probably saw the error. But if you didn't, you fell for a classic SAT Writing trap. It purposely confused you with the interrupting phrase, "along with his 20 staff members." You're now picturing 20 people in a campaign- which suggests a plural verb! The SAT Writing section is full of examples like this, and they get trickier. Nearly every grammar rule is tested in specific ways, and if you don't prepare for these, you're going to do a lot worse than you should. Here's the good news: this might have been confusing the first time, but the next time you see a question like this, you'll know exactly what to do: find the subject and the verb, and get rid of the interrupting phrase. So to improve your SAT Writing score, you just need to: Learn the grammar rules that the SAT tests. Study how the SAT tests these grammar rules and learn how to detect which grammar rule you need in a question. Practice on a lot of questions so you learn from your mistakes. I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right to get a perfect score. What It Takes to Get An 800 in Writing If we have a target score in mind, it helps to understand what you need to get that score on the actual test. On the Writing section, there are 44 multiple-choice questions. How many questions you get right determines your scaled score out of 40. From theOfficial SAT Practice Tests, I've taken the raw score to scaled score conversion tables from the first four tests.(If you could use a refresher on how the SAT is scored and how raw scores are calculated,read this.) Raw Score Test 1 Test 2 Test 3 Test 4 44 40 40 40 40 43 39 39 39 39 42 38 38 38 38 41 37 37 37 37 40 36 36 36 37 39 35 35 35 36 38 34 34 35 35 37 34 33 34 34 These grading scales are harsh.For every test, if you miss just ONE question, you get dropped down to a 39. This means your maximum Reading + Writing score becomes a 790, in the best case. The exact score conversion chart depends on the difficulty of this test. This particular score chart is as strict as it gets- sometimes, you can miss one question and still get a 40. But I've never seen a test allow missing two questions and getting a 40. Sometimes, if you miss two questions, you drop down to a 37. So the safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for an 800, and an essay score of at least 10. It's pretty clear then that you need to try to answer every question. You can't leave any questions blank and expect to get an 800 reliably, which means you need to get to a level of mastery where you're confident answering each question. Whatever you're scoring now, take note of the difference you need to get to a 800. For example, if you're scoring a 38 raw score now, you need to answer six more questions right to get to a perfect 40. As a final example, here's a screenshot from my exact score report from March 2014, showing that I missed 0 questions and earned an 800. (This was from the older 2400 version of the SAT, but the grading scale was similarly tough back then.) OK- so we've covered why scoring a higher Writing score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll get into the meat of the article: actionable strategies that you should use in your own studying to maximize your score improvement. 9 Strategies to Get an 800 on SAT Writing What's your greatest weakness? Strategy 1: Understand Your High-Level Weakness: Time Management, Content, or Essay Score We're deliberately starting high level, before diving into grammar rules, because you need to know what type of game you're playing before you practice. Every student has different flaws in SAT Writing. Some people don't have full mastery of the grammar rules. Others run out of time on the test. Yet others aren't fluent in their essay writing. Here's how you can figure out which one applies more to you: Find an official SAT practice test, and take only the Writing section. We have the complete list of free practice SATs here. For each section, use a timer and have it count down the 35 minutes for the Writing section. Treat it like a real test. If time runs out and you're 100% ready to score your exam, then do so. If you're not ready to move on, keep on working for as long as you need. For every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. See what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you would get if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time scaled score a 35 or above? If NO (Extra Time score 35), then you have strategy and content weaknesses. All the extra time in the world couldn't get you above a 35, so your first angle of attack will be to find your weaknesses and attack them (We'll cover this later). If YES (Extra Time score 35), then: Was your Realistic raw score a 43 or above? If NO (Extra Time score 35, Realistic 35), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than three points, then you have some big problems with time management. We need to figure out why this is. Are you taking too much time for each question? Or are particular types of questions slowing you down? More on this later. If YES (both Extra Time and Realistic scores 35), then you have a really good shot at getting an 800. Compare your Extra Time and Realistic score- if they differed by more than two points, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get a 40 with extra time, but score a 35 in regular time, you know with certainty that you need to work on time management to get a 40. Strategy 2: Comprehensively Learn the Grammar Rules There's just no way around it. You need to know all the grammar rules tested on the test and how they work. Certain grammar rules, like punctuation usage, appear far more often than other rules. But because we're going for perfection, you'll need to know even the less-common rules. In our PrepScholar program, we've identified the following as the most to least important grammar rules: Punctuation Sentence Structure Conventional Expression (aka idioms) Possessives Agreement Parallel Structure Modifiers Verb Tense Pronouns Within these general categories, there are a lot of rules, but they differ from each other in how often they appear on the test and how hard they are to study. For example, Punctuation is by far the most common grammar rule on SAT Writing, but it only uses a few separate concepts. The Idioms skill is slightly less common, but it uses a wide range of idioms (like "as a means of" or the use of "whereby" vs "from which"), such that each unique idiom appears no more than once on each test. As another example, Punctuation appears 4.12 times as often on SAT Writing as the least common concept, Pronouns. So, assuming you're equally weak across all skills, you get more bang for your buck by studying Punctuation and nailing it. It's therefore important for you to focus your time on studying the highest impact grammar rules. Our PrepScholar program, for example, quizzes you in relation to how common each grammar rule is, so that you focus your efforts on the rules that make the biggest difference to your score. Strategy 3: Get Intimately Familiar With the Rhetoric Question Types Aside from grammar rules, the other major category of questions in SAT Writing is what we call Rhetoric. These questions concern how to make persuasive arguments and construct logical sentences, paragraphs, and essays. The College Board also calls this "Command of Evidence" and "Expression of Ideas." Unlike sentences with incorrect grammar, sentences in rhetoric questions don't usually have anything technically wrong with them. Instead, the SAT is testing you to find more effective ways to construct the sentence or passage. Here's a rundown of the types, from most common to least: Sentence Function "At this point, the writer is considering adding the following sentence...Should the writer make this addition here?" Concision "Which choice most effectively combines the two sentences at the underlined portion?" Transition These questions underline a key transition word in between sentences or phrases. You need to pick the transition that makes the most sense. Example: "This assertion is not supported by scientific research. For instance, one review published in..." Logical sequence "To make this paragraph most logical, sentence 2 should be placed..." These questions require you to order the sentences to get the most logical flow. Precision These questions underline a word or phrase and ask you to pick the best replacement for them. This is as close to a vocab test as the SAT gets. Example: "The reason for Siqueiros's secrecy became clear when the mural was confided." Answer choices: A) NO CHANGE, B) promulgated, C) imparted, D) unveiled. Quantitative These questions are the only ones in SAT writing that deal with graphs and data. You're usually asked to make sense of figures in the context of the text. Note - if you don't consider yourself a math person, don't be scared - the graphs are never super complex. But you do need to be able to read graphs and charts quickly. "Which choice offers an accurate interpretation of the data in the chart?" Style and tone These questions deal with maintaining the tone of the article - if it's a professional science article, it shouldn't use words like "icky" or "okay." Example: "The writer wants to convey an attitude of ___. Which choice best accomplishes the goal?" Even though questions of a single type look the same, they do vary significantly in difficulty. The difficulty depends on how subtle the answer choices are and the passage context. Once again, inour PrepScholar program,we break down every single Rhetoric skill and have thousands of practice questions to drill them to perfection. Which brings us to: Strategy 4: Do a Ton of Practice, and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on all of SAT Writing can knock you down from an 800. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 4,500+ SAT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason. If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who did 20 practice tests. They've solved over 3,000 questions, but they're still nowhere near an 800 on SAT Writing. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way, even if you answered a question correctly by guessing, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by grammar skill (e.g. Number Agreement, Idioms, Sentence Fragments). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- WHY Did You Miss a Writing Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Take the Subject/Verb Agreement example I gave above (with the Interrupting Phrase trick). You likely already know how Subject/Verb Agreement works. But if you missed that question, you'd need to think about why you missed it (because the interrupting phrase made you confuse the subject and verb). Then you need to write down a strategy for noticing this in the future. Here are some examples of common reasons you miss a Writing question and how you should take the analysis one step further: Content:I didn't learn the grammar rule needed to answer this question. One step further:What specific rule do I need to learn, and what resources will I use to learn this grammar rule? Overlooked Rule:I knew the grammar rule, but the SAT question was written in a way that made me miss it. One step further:How do I solve the question now? Is there a strategy I can use to notice this grammar rule in the future? Careless Error:I knew the grammar rule and normally would get this right, but I slipped up for some reason. One step further:Why did I make this careless mistake? Was I rushing? Did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Bonus: If all of this is making sense to you, you'd love our SAT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty SAT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 5: Justify Every Answer. Point Out Specific Grammar Errors. Justify the Rhetoric Choice. Many top students take a "soft approach" to SAT Writing. They learn the grammar rules when studying, but on the test they go "by ear": if a sentence sounds off, they'll assume it's wrong without thinking too hard about why. When you've mastered grammar rules, this can serve you well. For example, if I said "The bee fly to the hive." You know this is wrong instantly- it just feels wrong. You know simple subject/verb agreement so well that you can tell something is wrong before you can articulate what exactly it is. However, most students never get to this level of familiarity with all SAT grammar rules. This makes trusting your ear unreliable for many rules. What's the strategy to counter this? Point out the specific error, and justify it to yourself. This isespeciallytrue in rhetoric questions, where the answer choices can be vague and subtly different. Youhaveto understand why one answer is definitely the right answer, and the other three answers are definitely the wrong answers.This is a standardized test. Let's take one of the more difficult questions in an SAT practice test: Try to solve it yourself if you like. Here's what I'm thinking as I read the question (a "stream of consciousness"): " 'Likewise, anyone considering a career as a video game designer must be skilled writers and speakers,' and 'skilled writers and speakers' is underlined. There's no clear glaring problem, but the end of the sentence is funky. 'Anyone' is singular, as is 'video game designer,' but it switches to plural 'skilled writers and speakers.' This is a number agreement error - it should be "a skilled writer and speaker." Let's look at the answer choices. B is exactly what I predicted. C and D both have the same issue of inappropriate plural forms, and, aside from this error, neither is that much better than A. So I'm pretty confident B is the best answer." Now, I'm not literally thinking all these words in my head, but it matches my thinking process as I go through the question and evaluate each answer choice. As you learn the different grammar skills and how they appear on the test, you'll start evaluating answer choices for common ways that the SAT tries to trick you. Is a verb underlined? I'm going to check the subject to see if it follows subject/verb agreement. Then I'll check the verb tense. Is a pronoun underlined? I'm going to check the antecedent to see if it matches. Does an underline come right after a comma? I'm going to check if there's a faulty modifier error. I can justify every one of my answers because I know the grammar rules. This makes my answering more robust, not just based on whether something 'feels' right or wrong. Let's try another example for fun. Try to solve it yourself if you like. I'll start my stream of consciousness after I read the question: "This is a classic illogical comparison error - you're comparing "organically grown crops" with "people." Crops aren't more nutritious than people! We need to compare organic crops with conventionally grown crops.So I need an answer choice that solves this: A: same as original, which is wrong B: "organic crops are safer than the purchase of their conventionally grown counterparts" - no - it's better than comparing crops to people, but it's still not comparing crops to crops C: "organic crops are safer than purchasing their conventionally grown counterparts" - no, same error. This would be fine if the sentence read "they believe purchasing organic crops is safer than purchasing conventionally grown counterparts." But it doesn't. D: "organically crops are safer than their conventionally grown counterparts" - yes! It's crops to crops, perfect. You can see how I first identified the illogical comparison error in the original sentence. That made it very clear to me how I could find an answer choice that fixed this error. Then I went through each answer choice, replacing the text and seeing if it fixed the error. Note that in these questions, the SAT often fixes the original error in an answer choice- but then introduces another error. You need to make sure the answer you choose is 100% correct, in terms of both grammar and logic. Don't be intimidated if you can't do this right now. With practice and reflection, you will get to this point. Once again, it's like "the bee fly to the hive." You want to get to a point where all SAT grammar rules automatically sound as wrong as that sentence. Find patterns to your mistakes, and make sense of the chaos. Strategy 6: Find Patterns to Your Weaknesses and Drill Them Remember Strategy 4 above, about keeping a lot of every mistake? You need to take this even one more step further. If you're like most students, you're better at some areas in SAT Writing than others. You might know pronouns really well, but you'll be weak in sentence constructions and fragments. Or maybe you really like parallel construction, but you have no idea what faulty modifiers are. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of schoolwork, you might be an athlete or have intense extracurriculars, and you have friends to hang out with. This means for every hour you study for the SAT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the 'dumb' way. They just buy a book and read it cover to cover. When they don't improve, they're SHOCKED. I'm not. Studying effectively for the SAT isn't like painting a house. You're not trying to cover your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew well, and they didn't spend enough time improving their weak spots. Instead, studying effectively for the SAT is like plugging up the holes of a leaky boat. You need to find the biggest hole and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to SAT Writing? You need to find the grammar rules that you're having most trouble in, and then do enough practice questions until they're no longer a weakness. Fixing up the biggest holes. For every question that you miss, you need to identify the type of question it is and why you missed it. When you notice patterns to the questions you miss, you then need to find extra practice for this grammar rule. Say you miss a lot of misplaced modifier questions. You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. This is the best way for you to improve your Writing score. Once again, this is exactly how I designed our PrepScholar online SAT prep program to work. It automatically figures out your greatest weaknesses so you don't have to. We use advanced statistics with data from our thousands of students. With PrepScholar, you don't need to worry about what to study- you just need to focus on learning. Because it's worked for thousands of students, I'm pretty sure it'll work for you too. Click here to learn more. Strategy 7: Be Careful With NO CHANGE Answers In SAT Writing, most questions have a NO CHANGE option. In Improving Sentences types, A is the answer choice that doesn't change the underlined section. The SAT loves tricking students using these answer choices, because it knows that students who don't know grammar rules won't see anything wrong with the sentence. NO CHANGEis a really easy answer to choose. NO CHANGEs are one of the most common careless mistakes- make sure you don't fall for them. Be very careful whenever you choose one of these NO CHANGEanswer choices. Typically, these are correct answers around 25% of the time- not much more. If you find that you're choosing NO CHANGE 40% of the time, you're definitely not detecting grammar errors well enough. Every time you choose NO CHANGE, try to double-check the other answer choices to make sure you're not missing a grammar error. Especially take note of grammar rules that you tend to ignore mistakenly. Like I mentioned in Strategy 2 above, if you write down your mistakes and study your weaknesses, you'll be able to know which grammar rules you're weak at and then pay special attention to them. Personally, this was my most common careless error mistake. When I could see the error, I got the question correct nearly 100% of the time. The only times I missed questions were when I accidentally ignored an error. I solved this by double-checking each of the answer choices to make sure I wasn't leaving any stone unturned. Strategy 8: Think About Grammar in Everyday Life Among all subjects, Writing on the SAT is special because it appears in your everyday life. For school, you have to read a lot and you have to write a lot. Use these experiences as opportunities to notice grammar rules and sentence constructions. This is unique to SAT Writing. SAT Math is so bizarre compared to everyday life that you won't just naturally find ways to apply the Pythagorean theorem at breakfast. SAT Reading similarly requires very specific skills when reading a passage. But you can practice your grammar skills throughout the day. Here are some ideas: Proofread your friends' essays. Challenge yourself to uncover every grammatical error. Notice common errors around you. A lot of people comma splice, for example. Read high-quality, formal publications, like the New York Times or the Economist. These articles go through editors, so they rarely have grammar errors. You'll develop that ear for language I mentioned. Note that this isn't very efficient studying, and I don't recommend this for the sake of improving reading comprehension for SAT Reading. If you read like this for fun anyway, then go for it, but don't spend 100 hours reading for the sake of SAT Reading+Writing - spend that time on practice questions instead. The more you think about grammar as a fundamental skill rather than something specialized for the SAT, the more natural it will feel to you. Strategy 9: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at SAT Writing that you solve every question and have extra time left over at the end of the section to recheck your work. In high school and even now, I can finish a 35 minute Reading section in 20 minutes or less. I then have 15 minutes left over to recheck my answers two times over. The best way to get faster, as explained above, is to get so fluent with SAT grammar that you rapidly zero in on the grammar mistakes without having to think hard about it. And to get fluent with Rhetoric questions so you can spot the trap answers. Try to aim for a target of spending 35 seconds on each question, reliably. This gives you enough time to doublecheck comfortably. What's the best way to double-check your work? I have a reliable method that I follow: Double-check any questions you marked that you're unsure of. Try hard to eliminate those answer choices. If it's a NO CHANGEquestion, double-check that you're not missing any grammar mistakes. If I'm 100% sure I'm right on a question, I mark it as such and never look at it again. If I'm not sure, I'll come back to it on the third pass. At least two minutes before time's up, I rapidly double-check that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go five at a time ("A D E C B") for more speed. If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a perfect raw score for an 800, don't be afraid to skip. You can come back to it later, and for now it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you three minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions, and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just five seconds per question, you get back 100 seconds on a section that has 20 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. In Overview Those are the main strategies I have for you to improve your SAT Writing score to a perfect 40, and to a total 800. If you're scoring above a 30 right now, with hard work and smart studying, you can raise it to a perfect Writing score. Even though we covered a lot of strategies, the main point is still this: you need to understand where you're falling short and drill those weaknesses continuously. You need to be thoughtful about your mistakes and leave no mistake ignored. One last tip: try to keep a steady head while you're taking the test. It's really easy to start doubting yourself because you know you need a near-perfect raw score. Even if you're unsure about two questions in a row, try to treat every question as its own independent test. If you start doubting yourself, you'll perform worse, and the worse you perform, the more you doubt yourself. Avoid this negative spiral of doubt and concentrate on being confident. You'll have studied a lot, and you'll do great on this test. Here's a recap of all the strategies, in case you want to go back and review any: Strategy 1: Understand Your High Level Weakness: Time Management, Content, or Essay Score Strategy 2: Comprehensively Learn the Grammar Rules Strategy 3: Get Intimately Familiar with the Rhetoric Question Types Strategy 4: Do a Ton of Practice, and Understand Every Single Mistake Strategy 5: Justify Every Answer. Point Out Specific Grammar Errors. Justify the Rhetoric Choice Strategy 6: Find Patterns to Your Weaknesses and Drill Them Strategy 7: Be Careful with NO CHANGEAnswers Strategy 8: Think About Grammar in Everyday Life Strategy 9: Finish With Extra Time and Double Check Keep reading for more resources on how to boost your SAT score. What's Next? We have a lot more useful guides to raise your SAT score. Read our complete guide to a perfect 1600, written by me, a perfect scorer. Read our accompanying guides on how to get an 800 on SAT Math and how to get an 800 on SAT Reading. Learn how to write a perfect-scoring 8|8|8 SAT essay, step by step. Make sure you study SAT vocab using the most effective way possible. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today: