Since my first diagnostic I've done respectably on RC and LR pretty consistently, generally -0 to -4 (-2 most common result on LR, -1 most common on RC). There's absolutely room for improvement, but I feel like I'm doing respectably well.
My LG scores, on the other hand, are an absolute train wreck. I don't think I've ever made it through the entire LG section under timed conditions. Under timed conditions I generally get -10 or even worse. It's an absolute disaster.
Outside of timed conditions I can generally work my way through every game without too much brain damage. Without a timer I rarely miss any LG questions.
I've completed the curriculum. I've done most of the problem sets, I've done all of the LG from about 2/3 of the tests using @Pacifico's fool proofing method. In recent weeks I've preceded the fool proofing with a timed drill of the section and then proceeded on to fool proofing each game individually.
I'm signed up for the June test. I am consistently scoring between 164 and 167 on my PTs (blind reviews now consistently above 175). My goal would be to break 170 on test day.
At this point my calculation is that the best use of my time is increasing my efficiency on LG. I appreciate the value of PTs. I also recognize that I have room for improvement in each section. It seems, though, that further improving LR and RC would demand a great deal of time. Even if I did so, I would still only give me an outside shot at 170 given my poor LG performance.
It seems to me that LG offers the lowest hanging fruit and the greatest potential for improvement.
My tentative plan, then, is to stop doing PTs (or at least cut from two per week to one) and instead just drill the heck out of LGs.
What do you think? Is it madness to consider abandoning PTs? Should I scale back on them and beef up my LG drills? Should I carry on as I have been?
I'm going to join those who are urging caution. It's a great quote and I definitely understand how you're planning to tie it in to your experiences. My concern is that the committee is interested in seeing how well you, and not Stephen King, can write. The quote does demonstrate without a doubt that words have power... unfortunately they're not your words.
It also doesn't tell us anything about you, in and of itself. You can go on to tie it back to yourself, but the quote itself doesn't tell us anything about you or your life experiences. It can't until you give us greater context (which I know you will, but read on).
I've generally seen schools discouraging the use of quotes. I don't consider anything to be an absolute rule and I do believe that there are ways in which a quote can be used well. I'd rather you not use one at all, but will concede that it can, potentially be a part of a well written PS.
What I will try to convince you, however, is that you should not open up with this, or any, quote. I think it's a real missed opportunity to open with words that aren't your own and that do not tell us anything about @ .
I'd strongly urge you to open with something that is your unique experience. Open with a story or moment that tells us about your unique experience. What's something that you, yourself, experienced in this household. Tell us where you started (stressful environment) and where you finished (your current life).
If you're really tied to the quote, use it after you've introduced us to your life.