2007-Strategy for Filling College Entrance Exam in

Author: Zhang Yizhi
Publisher:
Publish Date: 2007-01-01
Features: College entrance exam major selection is a very complex and "profound" field. This has become a growing consensus among more and more people. It is complex because there are numerous factors, stages, and conditions involved in college entrance exam major selection, and none of them can be ignored or omitted. It is "profound" because college entrance exam major selection involves many unpredictable variables, yet it follows inherent objective laws, leading to the development of many effective methods and techniques. Many candidates and parents who have just entered their senior year of high school may dismiss this idea, thinking it's just about calculating scores and filling out applications. I hereby solemnly advise them to change this naive, biased, and one-sided mindset as soon as possible, otherwise, they will suffer significant consequences. Especially for candidates whose scores are slightly above the line in each subject category and batch (mainly in and second-tier undergraduate batches) but not by more than 10 points, improper major selection may lead to "catastrophic" outcomes.
Why is this the case? First, the scores of this group of candidates are relatively low and can be considered "line-tie" or "lucky" candidates. Their luck stems from China's enrollment policies and methods, which require a slight surplus of candidates meeting the line to ensure institutions have room to select the best, and to ensure smooth enrollment processes. The cut-off scores must be set slightly higher than the planned enrollment numbers, and the number of candidates transferred must be set at a certain ratio (usually around 120%) to ensure more candidates are transferred than planned. For example, in 2005, the cut-off score for the undergraduate batch in Hubei Province's science and engineering category was set at 524 points based on 115%, which would have been approximately 530 points if set at 100%. This means candidates scoring between 524 and 529 points were originally not qualified for the batch. If set at 120%, the cut-off score would be 522 points, creating more "line-tie" or "lucky" candidates. They should cherish this rare opportunity and strive to master the methods and techniques of application, thereby securing their admission from a "line-tie" status.
Second, do you know the six key self-awareness elements, five external factors, and eight relationship-handling aspects required for college entrance exam major selection?
Third, do you know which universities are most likely to cause losses due to assumptions?
Fourth, many candidates dream of "meeting the line," meaning being transferred to their desired batch universities. Do you know the quantifiable methods and techniques for predicting the core, key, and challenging cut-off scores of target universities?
Fifth, do you know the factors, conditions, and stages to consider after meeting the line, as well as the methods and techniques to secure admission?
In short:
1. Identify genuine and false single-subject score requirements; understand the specific content of the single-subject score requirements of the universities you apply to; or recognize universities with false single-subject requirements, those with both genuine and false requirements, or those with no single-subject requirements.
2. Identify genuine, false, and "vague" score bonuses; know which universities offer genuine, false, or "vague" score bonuses and apply the corresponding methods and techniques.
3. Recognize "genuine and false major score gaps" (); know which universities have genuine, false, or both types of gaps, or "vague" gaps; and use "major score gaps" to apply to non- batch universities, knowing the eight conditions.
4. Understand the methods for determining majors after transfer; identify which methods are more favorable for high-scoring candidates and which should be prioritized by "line-tie" candidates.
5. Understand major score gaps and their application methods and techniques.
6. For candidates with health conditions that make them "unsuitable" or "inadmissible" for certain majors, know which universities are suitable for them.
At this point, I sincerely hope that candidates and parents will take college entrance exam major selection seriously, strive to master the techniques, and thus obtain the "key" to entering their desired universities and majors. By doing so, they can achieve success, contribute to the nation's development, and give back to society, their families, and themselves.