The HESI A2 examination stands for Heath Education Systems Incorporated Admissions Assessment and acts as a way to test a student’s potential success in an intense nursing program. Orvis School of Nursing uses the scores from the test toward the end of the selection process; while your GPA earns you an interview spot, ultimately, the result of your interview and your HESI score determine whether or not you get into the nursing program. Half of the points in the test focus on English skills based around your ability to read critically and to correct grammar mistakes. This may seem daunting to STEM students, but the Writing & Speaking Center is here to help.

What To Think About When Reading

Identifying the Main Idea

Keep the main idea in mind when you are memorizing passages in the memorizing Comprehension section. You may be asked to identify this main idea. To clarify, the main idea of the passage is what the passage is trying to say overall; a statement about the main idea is usually included in the thesis or the argument. It might help to also think about the writer's tone and purpose.

Why is the author writing this? Are they trying to persuade, to argue, or to propose? Or maybe to advertise? What is the author trying to get from their audience? You can start by looking at their tone or how the passage is written. Are they using any rhetorical tools, like pathos or logos? How are they presenting the information? Is it purely factual, or are they calling attention to emotional facets of the information? The language an author uses can supply you a lot of insight as to why they might be writing a passage. Look out for any rhetorical devices that might be present and think about why that author is using them. Once you've figured out the tone of the passage overall, you can begin to guess at why the author may have written that way.

If you’re having trouble deciding what the tone and the main idea are, a good strategy is to summarize. Try marking important information in the passage so that you can bullet point a quick summary that most accurately describes those key points. Be careful with how general or specific the summaries are--a summary is usually somewhere in the middle.

Identifying Supporting Details

In addition to the main idea, try to make note of any important supporting details or evidence. Look for details that enhance, add context to, or otherwise complicate the main point of the section. Look for analogies, examples, and synthesis of outside sources. There will often be questions related to details that are found throughout the passage, and it can save time if you identify supporting details as you go rather than having to look back through the passage again.

Finding the Meaning of Words in Context

Some questions will ask you to define a word in context, meaning that you are defining the word relative to the rest of the information. This can be tough because the words chosen are often ones with multiple (and sometimes unrelated) definitions. Try to think of how and why the word is used in this context. For example, if you were memorizing about a "disease evolving," the test evaluators probably aren't talking about Darwin's specific theory of evolution but of the idea of gradually developing.

Making Inferences

Part of your task is to make inferences about a text. Based on the information you read, you may have to make an "educated guess" about facts not included in the passage. For instance, if you were memorizing about the negative effects of coffee, you might have to infer that people who drink a lot of coffee are at a higher risk of disease. When looking at test choices, think about related information from the passage to see if there is any support for your inference.

Example Passage

With these categories in mind, let's take a look at what a sample passage might look like.

Lightning and Fire

Imagine that you're watching a volcano erupt while standing at a safe distance when, suddenly, you see flashes of lightning through the immense ash cloud spreading in front of you. You're confused, as it was a nice day today with no clouds. Wouldn't it be strange to witness this phenomenon? What you would be seeing is called volcanic lightning, also referred to as dirty lightning.

Volcanic lightning rarely begins right when an explosion starts, and it doesn't always happen in volcanic eruptions. Lightning usually forms when particles separate, doing so as a result of a collision or a larger particle breaking apart. Afterwards, a difference in the aerodynamics of these particles separates positive and negative charges. When the separation between these positive and negative charges grows, the air can't resist the flow of electricity, and lightning is created. However, the cause of volcanic lightning is still debated, but many scientists have speculated the way the process starts. Instead of positive and negative charges, some scientists have indicated that electrical charges occur when debris (like rocks and ash) make static charges by crashing into each other. The amount of water released during a volcanic eruption can also spur this lightning. So if you're ever near a volcano, or even if you can see an eruption off in the distance, make sure you look for lightning bolts in the plume.

Here are some questions you might see.

What is the passage about?

Ask yourself this question when you're thinking of the main idea. What's the most prominent idea in the passage above? It probably has something to do with the formation of volcanic lightning, and how that process might be different from normal lightning. Notice they don't need all the detail in the world--all they need is what the biggest, most important idea is.

What is the author's purpose in writing this passage?

If they look at the tone of the passage overall, it's pretty informative. It's clear the author isn't trying to manipulate or persuade us--the passage lacks any emotion at all, nor does it have directly address the reader except to have them imagine the phenomenon.

What is not implied in this passage?

These questions can be really tricky because although the correct answer may be related to the passage, inference means that the passage does not directly have any information stated about it. For example, something that may not be implied in this passage is the statement “volcanoes are dangerous to humans.” While the narrative at the beginning may elicit emotions of fear and confusion, and previous knowledge may tell you that you shouldn’t get close to a volcano, nowhere does the passage talk about the effects of touching lava, the consequences of witnessing dirty lightening, or reasons why eruptions may be bad.

Contributor: Aly Sicat

The HESI A2 examination stands for Heath Education Systems Incorporated Admissions Assessment and acts as a way to test a student’s potential success in an intense nursing program. The Orvis School of Nursing uses the scores from the test in their selection process; while your GPA earns you an interview spot, ultimately, the result of your interview and your HESI score determine whether or not you get into the nursing program.

This resource will explain some of the grammatical concerns that are important for you to know on the English portion of the HESI A2. While most people use these points of grammar every day, some people are not confident identifying or putting names to them. That’s why we’re here—through practice and seeing examples of grammar in action, you can become a pro at understanding and naming any type of grammatical function. With that in mind, you can use this resource to:

1. Identify both simple and complex grammatical structures by name
2. Understand how to use these structures in sentences

Subjects

On the HESI A2, you may be asked to identify which part of a sentence is the subject and which part of a sentence is the predicate. Notice that the subjects in each example are in bold, while the verbs (which are part of the predicate) are underlined.

Most people understand the subject of the sentence as the person/place/object that is undergoing or doing some action. Sometimes the HESI A2 will ask you to identify the subject noun (or noun phrase) in a sentence. When asked to find the subject, look for who or what is “doing” the action in the sentence. Seek out the verb, and then you can figure out which noun attaches to that verb.

Because verbs are technically part of the predicate, it may seem useful to find that first, but once you’ve figured out the subject and verb of the sentence, finding the predicate phrase becomes simple. With the subject in hand, you can reliably assume that the predicate will follow.

Here are some common types of sentences you may see with a variety of subject nouns and phrases.

1. Robert opened a checking account at his local credit union.
2. The group of teenage girls was excited to see the premiere of the new film.
3. Tomatoes don’t grow well in their tiny little garden.

Predicates

Now that we’ve found the subject, they can look for the predicate in these sentences.

The predicate tells us about the action of their subject. With the subject, they ask “who” is doing the action, but with the predicate they ask “what” and “how.”

Let’s take a look at their previous sentences to identify the predicate. The verb half of the predicate is bolded, while the real predicate phrase is underlined.

1. Robert opened a checking account at his local credit union.
2. The group of teenage girls was excited to see the premiere of the new film.
3. Tomatoes don’t grow well in their tiny little garden.

In sentence 1, the subject “Robert” is completed by the predicate “opened a checking account…” because that last phrase gives us information about “what” action Robert is doing and “how” he is accomplishing the action.

While some sentences, like the first one, will be fairly straightforward, remember that groups of people or things can also be subjects (as in sentence 2), or even inanimate objects like foods, buildings, or locations (as in sentence 3).

Parts of speech

It is also important on the HESI A2 to understand the parts of speech and to understand the different variations within those parts of speech. This section will provide an overview of the different parts of speech.

Some of the following explanations are complex. While you might not be tested on each part of speech, you can assume that you will see some of them in the detailed way they are explained below. It’s useful to have these longer descriptions, then, because they will prepare you for most grammatical situations on the HESI A2.

Nouns

• Proper nouns are nouns that refer to unique, specific things (e.g. Saturn, Africa, BMW) versus common nouns that refer to general things (e.g. car, city, glass).
• Countable nouns can become pluralized (e.g. chair becomes chairs), whereas uncountable nouns cannot take a different plural form (e.g. “milk” does not become “milks”).
• Abstract nouns refer to concepts (e.g. pride), while concrete nouns refer to real-world entities (e.g. fish, table).

Pronouns

• Personal pronouns are typically distinguished by the gender, number, and the “person” (first, second, or third) (e.g. he, she, they).
• Reflexive pronouns refer back to the subject (e.g. “They hurt themselves”).
• Possessive pronouns indicate who owns what (e.g. “That is her pen”).
• Indefinite pronouns refer to unspecified entities or objects (e.g. something, somewhere, anyone, nobody).
• Interrogative pronouns are used when the noun is an unknown person or object, like “who” when the unknown person is the subject of the sentence and “whom” when the unknown person is the object of the sentence.

Adjectives

• Attributive adjectives are part of a noun phrase where they modify that noun (e.g. “gloomy” in the noun phrase “gloomy clouds”).
• Predicative adjectives are linked by nouns, pronouns, or verbs to describe nouns (e.g. “This group is really peppy”).
• Nominal adjectives are adjectives that act like nouns, as the noun is assumed or left out (e.g. “Between the happy and sad movies, I preferred the happier”).

Verbs

• Intransitive verbs don’t have a direct object that they are modifying, and they are always actions (e.g. “She sneezed”).
• Transitive verbs, on the other hand, have a noun phrase that is modified or “acted upon” by that verb (e.g. “She gathered all of the leaves”).
• Ditransitive verbs have both a direct object that is being acted upon (underlined) and an indirect object (underlined, italicized) that gives us important identifying information.

Adverbs

• Many adverbs are formed by adding the ending “-ly” to an adjective so that it will modify the way an action is done (e.g. “She performed beautifully”).
• Independent adverbs are standalone words, but they can modify verbs in much the same way (e.g. “We played their music very well” or “It is quite hot”)

Prepositions

• Prepositions (e.g. “on,” “in,” or “between”) indicate a prepositional phrase that describes the location of things.
• Prepositions can be adjuncts to nouns, meaning that the preposition “belongs” to the noun and attaches to it (e.g. “The food in France”).
• Prepositions can be predicative expressions, meaning that they link with a helping verb (e.g. “Our dog is in the garage”)
• Prepositions can also be used alongside verbs, modifying the way that verb is completed or giving us additional information (e.g. “The bear slept throughout winter”).

Conjunctions

• Coordinating conjunctions (and, but, so, yet, or, nor, for) help us link large things like independent clauses together.
• Coordinating conjunctions are different than correlative conjunctions, which they can only use for groups of words or noun phrases (e.g. “You can have either chocolate or liver”).
• Lastly, subordinating conjunctions help link together an independent clause (a standalone sentence) and a dependent clause (a sentence that cannot stand alone) (e.g. “We went to the dog park, but they forgot their dog”).

Interjections

• Interjections are somewhat unique, so remember interjections are (a) usually only one word and (b) convey a certain emotion or emotional state (e.g. “Woah!” for surprise versus “Dang!” for frustration).

Commonly made mistakes

As a last category to watch out for on the HESI A2, there may be questions asking you to choose between words that are commonly mistaken for other words. We’ve included some of the common mistakes that you might see on the grammar section.

Their vs. there vs. they’re

The important thing is to remember the function of these words. “Their” is a possessive pronoun, meaning that it indicates who owns something—an easy mnemonic is to look for the “I,” because if an object belongs to me (or “I”), then it would be referred to as “their object.” “They’re,” on the other hand, is a contraction for “they are,” which can be simple if you remember that the “are” is just tacked on the end of the word (they’re). Lastly, “there” refers to a vague location, but it is easy to remember if you can distinguish the other two first.

Its vs. it’s

”"It’s” is a contraction, short for “it is.” “Its” is a possessive pronoun. With just an apostrophe standing between these two forms, try to remember it like this: just like other possessive words (“mine” or “my”), “its” is a singular word with no conjunction or apostrophe. However, because the word “it’s” has an apostrophe to break it up, they can understand that it is two words connected together by that apostrophe.

Affect vs. effect

This is a common mistake at all levels of education, but you can use this neat mnemonic to remember the distinction: “affect,” the word that begins with A, is the action, or the verb form. If you can remember that, then you can also remember that “effect” must be the noun version.

Lie vs. lay

This one can be tricky, but it comes down to where the direct object (the thing being acted upon) is. If no object is being set down, then “lie” is the word you want (e.g. “He lies down on the sofa”). If there is an object that is being placed on something, then “lay” is the correct choice (e.g. “He lays the poster on the table.”).

Contributor: Aly Sicat

Admission and merit scholarship consideration for students who apply as test-optional is based on several factors, including high school GPA, grades in coursework required for university admission, and rigor/performance in advanced courses (AP, IB, Honors, etc.).

Consideration for students applying with a test score includes all the above plus their highest composite ACT or SAT score.