MCAT CARS Strategy from a 99th Percentile Scorer

My MCAT CARS Strategy: Start by Understanding the MCAT CARS Format

The MCAT Critical Analysis and Reasoning Skills (CARS) section tests your ability to reason and make sense of complex written passages. As a future physician, you must be able to comprehend large volumes of difficult clinical information and develop effective treatment plans while explaining the reasoning behind your decisions to others. The CARS section of the MCAT helps medical schools evaluate your potential to do this successfully.

My MCAT CARS strategy began with a thorough review of the CARS section format and question types. I spent about two days familiarizing myself with the types of passages, question stems, and answer choices I would encounter. This initial phase was crucial, as it helped me understand the test's structure and the skills it was assessing.

I started by carefully reading the AAMC's official MCAT guide, which provided a detailed overview of the CARS section. I paid close attention to the description of the passage types, the different question formats, and the scoring system. This gave me a solid foundation to build upon.

The CARS section is scored on a curve, just like the rest of the MCAT, and you will receive a score between 118–132 for this section. Since your MCAT score will be evaluated differently by each program, a “good” score will vary from school to school, but a score of 128 will put you in the 90th percentile.

CARS consists of a total of 53 questions split between 9 passages with 5 to 7 questions per passage. You will have 90 minutes to complete this section, which means that you will have about 10 minutes per passage. Half of the passages will cover humanities subjects like literature, philosophy, ethics, art, history, while the other half will cover social sciences, including psychology, sociology, economics, and politics. Remember to visit the AAMC website for any MCAT updates and changes to the format.

The first step to acing your CARS is understanding the three question types that will be included in this section. You need to learn how to identify the question types to answer them correctly, so make sure you include this as part of your MCAT test prep strategy.

Next, I delved into various MCAT prep resources, such as practice tests and strategy guides, to further understand the nuances of the CARS section. I made sure to read through sample passages and questions, taking note of the common themes, writing styles, and the types of critical thinking skills required to answer them correctly.

By familiarizing myself with the format and question types, I was able to start formulating a study plan that would address my specific weaknesses and play to my strengths.

It is absolutely essential to be able to identify the CARS question type you are faced with, so let's get right down to it:

My top tip before moving on to any other CARS prep steps I took is this: you will not answer questions successfully if you cannot identify the question type, so make sure you understand what each type of question requires of you. It took me a while to really grasp each CARS question category, but once I did I knew what I needed to do to identify the right answer. Remember, you should grasp the Foundations of Comprehension questions first, as it would be difficult to reason within or beyond the text if you do not have a good understanding of the text in front of you. 

MCAT CARS: A Step-By-Step Answer Strategy

When you are ready to tackle the CARS questions on the day of your exam, start by carefully reading each question and the potential answers provided. Use the skills you gained from studying for the CARS to critically read the passages and identify the correct answers to the questions. If you are having trouble identifying the correct answer, follow these steps:

3 MCAT CARS Prep Strategies That Helped Me Score in the 99th Percentile

Now that you know how to start your MCAT CARS prep, let me reveal the 4 strategies that really took my CARS prep to next level. Without these, I would not have been able to tackle this section with ease and get the MCAT score that got me accepted to 6 med schools.

MCAT CARS Strategy #1: Active Reading

After laying the groundwork, I turned my attention to building my reading comprehension abilities. As a non-native English speaker, I knew that my reading speed and ability to grasp the main ideas of complex passages would be a significant challenge.

I started by reading a variety of advanced-level texts that mimicked the complexity and style of materials encountered on the MCAT. Some particularly valuable resources I found were:

Exposing myself to this diverse range of material with sophisticated vocabulary and complex ideas was instrumental in preparing me for the nuanced passages I would encounter on test day. I typically dedicated 20 to 30 minutes a day to this practice, which allowed me to build my reading speed and ability to quickly grasp the main ideas.

One of the key strategies I employed was to actively engage with the passages as I read them. I would read out loud, identify the main point of each paragraph, and summarize the central thesis in my own words. This helped me understand the content on a deeper level rather than just skimming the surface.

To address my weaknesses, such as difficulty with unfamiliar vocabulary or trouble maintaining focus for long passages, I implemented targeted strategies. For vocabulary, I created flashcards using Anki with words I encountered frequently in my practice materials and reviewed them regularly. I also made it a point to look up and understand the meaning of any unfamiliar words I came across while reading.

One of the most valuable lessons I learned during this process was the importance of consistent practice. The more CARS passages I worked through, the better I got at quickly identifying the main ideas, tone, and unstated concepts. It was a gradual process, but I could see my reading comprehension skills steadily improving over time.

Want to know how to boost your MCAT CARS score?

MCAT CARS Strategy #2: Practice Analyzing Challenging Texts

Developing strong critical thinking skills was another crucial aspect of my CARS preparation. The CARS section is not about memorizing content and more about analyzing arguments, identifying assumptions, and drawing logical conclusions.

I began by practicing analyzing and evaluating arguments in the passages I read. I would read a passage, identify the author's claim, and then evaluate the supporting evidence and the author's use of logic. This exercise helped me develop my ability to recognize flawed arguments and identify the strengths and weaknesses of an argument.

One of the strategies that worked particularly well for me was the "FANBOYS" method. This method involves identifying the Focus of the passage, Analyzing the Author's purpose, Noting the main idea and supporting details, Being aware of the author's tone and bias, Observing the relationships between ideas, and Yielding to the passage's structure and organization. This approach helped me stay organized and ensured that I considered all aspects of the passage when answering questions.

I also practiced identifying assumptions and drawing inferences from the passages. CARS questions often test your ability to read between the lines and understand the unstated implications of the text. By actively looking for these hidden elements, I was able to develop a more nuanced understanding of the passages and provide more insightful answers. This method was particularly useful when having to make a decision between two seemingly correct but slightly different answer choices. Being able to catch the underlying assumptions or inferences in the passage helped me definitively identify which answer was truly supported by the evidence versus which may have been based on an incorrect or unsupported inference.

For example, on questions asking about the main point or a detail's purpose, really drilling down into the unstated logic and implications behind the author's words allowed me to select the most precise answer choice. Whereas answer choices that didn't quite align with the true assumptions or inferences stood out as being not fully supported by the passage. So while all the answer choices may have sounded plausible at first glance, focusing on identifying assumptions and inferences gave me that extra level of discernment to confidently select the best response.

Additionally, I worked on evaluating the reasoning and evidence presented in the passages. I would critically analyze the arguments, looking for logical fallacies, biases, and gaps in the logic. This helped me form my own well-reasoned opinions and avoid falling into the trap of selecting answer choices that seemed plausible but were ultimately flawed.

Throughout this process, I made a conscious effort to consider multiple perspectives. CARS questions often present complex issues with no clear-cut answers, so I trained myself to avoid jumping to conclusions and instead weigh the various viewpoints presented in the passage.

MCAT CARS Strategy #3: Work on Speed

As a relatively slow reader, I knew that time management would be a significant challenge, so I dedicated a lot of my practice time to perfecting my approach.

To improve my reading speed, I practiced timed reading exercises, gradually increasing the pace and complexity of the passages. I learned effective skimming and scanning techniques to quickly identify the main ideas and key details without getting bogged down in minor points. Additionally, I focused on breaking the habit of silently pronouncing words in my head, which had initially helped my English learning but proved to be a hindrance during time-sensitive tests like the MCAT. Even though subvocalization aided my comprehension of the text, it significantly impeded my reading speed under time constraints.

One of the most effective strategies I employed was the "SQ3R" method. This method involves Surveying the passage to get an overview of the main idea, Questioning what I need to know, Reading the passage carefully, Reciting the main idea and supporting details, and Reviewing the passage to reinforce my understanding. This method helped me stay focused and ensured that I understood the passage before attempting to answer the questions.

Initially, having to skim, read closely, and potentially re-read sections did make the SQ3R process quite time-consuming. However, with regular practice on timed CARS passages, I became much more efficient at implementing the steps quickly. The surveying and questioning phases allowed me to strategically identify which sections required the most attention during the careful reading.

While this method seemed counterintuitive, that upfront investment in comprehension paid off by reducing the need for time-consuming re-reading later on. Ultimately, the deep comprehension facilitated by SQ3R combined with consistent practice maximized my time management capabilities. I also practiced identifying the question type, eliminating incorrect answer choices, and using the process of elimination to narrow down my options. This systematic approach allowed me to approach each question with a clear strategy, rather than relying on guesswork or intuition.

Throughout my CARS preparation, I made a conscious effort to avoid common "wrong-answer pathologies" that the AAMC often includes as distractors. I learned to recognize and avoid logical fallacies, extreme statements, and other traps that can lead to incorrect answers.

My MCAT CARS Test-Taking Strategy

Once you are at the test, the above strategies will be too late to apply, obviously. So I used the following MCAT CARS test-taking strategy when I had trouble identifying the correct answer to a CARS question:

Use these on your practice tests and on test day when you are not sure about the correct answer.

Now are you ready to put this MCAT CARS strategy to the test? Watch this video to do an MCAT CARS practice and see how you do!

Practice with these MCAT CARS passages!

Sample CARS Passage, Questions, and Expert Answers

Now let's try applying the MCAT CARS strategy outlined above to the sample CARS passage below! Go ahead!

Sample Passage

Both employers and workers are challenged by technological innovations, international trade, deregulation, and changes in the nature and structure of work. Their responses to these challenges indicate their choice of three roads to the new economy. The low road follows the historic path of mass production, emphasizing downsizing, outsourcing, and low-skill employees as ways to cut labor costs. Eventually, this approach, if the norm, must limit a nation's economic competitiveness, living standard, and income equity. 

The high road acknowledges the growing value of investment in highly skilled employees who can react quickly to changing technologies and markets. It presupposes shared power and long-term goals. Only dominant firms can afford to commit resources to training and keeping employees by providing full benefits with high wages. Such firms tend to be protected from domestic or international competitors by technological advantages, large-scale production, or government regulations. Currently, high-road firms account for perhaps 20 percent of employees in the United States. 

About 40 percent of U.S. workers receive no formal training beyond a high-school education. They must submit to the contingencies of low-road employment, remaining at the periphery of the new economy. The remaining 40 percent of the workforce slog along the muddy middle road, getting some advanced education or job-related training but unlikely to enter the dynamic high-road labor market and attract employers who would train them thoroughly to join their core workers. 

The high road is not an easy course for employers to take. Today's global customers and suppliers are linked by a web of standards that affect not only prices but extend to the quality and variety of products, company organization, customer service and its timeliness, and constant innovations. Employers who meet these complex requirements use computer-based methods, which raise the level of skill needed by non-supervisory personnel. For example, instead of checking the quality of the final product, high-road firms integrate quality standards in their automated production process, encouraging workers at all stages of their operation to demonstrate expertise and responsibility. 

High-performance work systems are most successful when training and work reforms are bundled. Similarly, workers find that their general education, occupational preparation, and access to training on the job are complementary in their effect on earnings. Workers who receive formal company training command higher wages than do similar workers who attend only vocational school or receive informal on-the-job instruction. Workers who use computers on the job also earn more than do those of the same education level who do not use computers at work. Moreover, the earning difference increases with the level of technological competence. 

For the United States to compete in an eventual global economy based on skilled workers and quality products, additional employer investment in training is needed now. Policies at all levels should encourage the coordination of employer-provided training and broader schooling. Such policies will realize the highest returns in terms of personal income, adaptation to an increasingly volatile labor market, and efficiency in the transmission of changing skill requirements from workplaces to schools. Although for a particular job, employer-based training or vocational preparation can substitute for generalized schooling, specific training degrades rapidly, and narrow skills seldom transfer well to new job requirements. 

But although high-wage, high-skill jobs create a demand for education and training, training does not create high-wage jobs. Ultimately, a strategy of investment in human capital succeeds or flounders according to the availability of high-wage, high-skill jobs. If investment in workers outpaces the number of good jobs, many very competent workers will face an employment market of many very undemanding jobs.

Questions

1. The author is apparently concerned that adherence to a policy referred to as "the low road" will reduce the competitiveness of: 

A. Firms involved in international trade. 

B. The United States in particular. 

C. Technology-based economies. 

D. The less-developed nations. 

2. Which of the following findings is most clearly contrary to the reported influence of the use of computers in the workplace? 

A. Office workers can follow computer-generated schedules with less training than they need to devise their own schedules. 

B. Executives who correspond with customers by letter generate more business than those who rely on email alone. 

C. Workers using nonautomated production processes are more efficient than workers on automated assembly lines. 

D. Mechanics who use computerized diagnostic methods earn less than mechanics who use traditional methods. 

3. The author can best be viewed as an advocate of: 

A. The repeal of regulations that protect dominant firms. 

B. An increase in spending on the training of employees.

C. An emphasis on high school vocational education. 

D. The use of computers in industrial production. 

4. Which of the following situations is most likely to constitute a muddy road, as the author uses the term? 

A. Being trained in a skill that qualifies one for only a particular job. 

B. Switching to unfamiliar procedures because of technological changes. 

C. Returning to college to upgrade one's professional qualifications. 

D. Being chronically unemployed due to an inadequate education.

5. Which of the following practices is most apt to promote the outcome attributed to increased worker involvement in the production process? 

A. The workers' use of a computer bulletin board to share tips on quality control. 

B. Close monitoring of the productivity of workers by their immediate supervisors. 

C. The democratic participation of workers in the hiring of potential co-workers. 

D. A profit-sharing program that rewards workers for company successes. 

6. An employer reasons: "If I train my workers, competitors who save money by not providing training will be able to attract my trained workers with higher salaries than I can pay." What possible solution for this employer would most accord with the author's high road? 

A. Support regulatory policies that penalize firms for failing to train workers. 

B. Train workers who agree to repay the tuition if they leave within a set time. 

C. Concentrate on recruiting workers who have been trained by other firms. 

D. Cut costs elsewhere to match the higher wages paid by competitors. 

7. The author asserts that to compete later, employers should invest in training now and also that training does not create high-wage jobs. Together, these assertions imply that: 

A. Investment in training keeps costs low by providing a large pool of skilled workers. 

B. In highly paid work, on-the-job training compensates for educational deficiencies. 

C. Training is not effective unless it is supplemented by a comprehensive education. 

D. Some highly trained workers may not benefit financially from their training.

Sample Answers and Expert Analysis

FAQS

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