A Convenient Reality Essay -- Environmental Management Science

"Future generations may well have occasion to ask themselves, 'What were our parents thinking? Why didn't they wake up when they had a chance?'" (An Inconvenient Truth). Throughout the last fifteen years, this type of thought has led to a revolution within the United States. This revolution is not against the government, but against pollution and wastefulness. This upheaval of the green movement and decreasing non-renewable resources is producing a generation focus on expansion, recycling, and most importantly, energy production. Advertisements endorsing "going green" fill television, radio, and magazines showing products that will eventually make energy production start in the home. These advancements are numerous and are beginning to be reported at an astonishing rate. Even the military has begun to take measures, such as searching for alternative fuel sources, in an effort to reduce its ‘carbon-footprint’. From the 18th to the middle of the 19th century is commo nly referred to as The Industrial Revolution; the 20th to the 21st century will be potentially known as The Green Revolution. Advances in production methods will be one of the next big steps that industry takes. Although these methods will decrease emissions and lead to an entirely foreign type of society potentially unforeseen problems may arise. The global population is growing at an unprecedented rate and by the year 2050 the global population is expected to exceed twenty billion people, an almost 150 percent increase from today (â€Å"Global Population Projections†). Although a green technology will develop a less wasteful society, the jumps in population growth could diminish or completely reverse these gains. These conclusions are evident even today; â€Å"Al... ...ow. The ozone hole and the accumulation of greenhouse gasses will not be solved today but rather further down the road once we discover techniques to battle these problems. One-hundred years from now may look completely different from the aforementioned vision; however, it will undoubtedly reflect the green movement and decisions that are made over the next twenty years. Works Cited An Inconvenient Truth. Prod. Lawence bender, Scott Burns and Laurie David. Direc. Davis Guggenheim. Perf. Al Gore. DVD. Paramount Classics. 2006 Annex, Robert. â€Å"Stimulating Innovations in Green Technology.† American Behavioral Scientist. 44.2 (200): 188-212. Print. â€Å"Global Population Projections.† Web. 4 Oct 2010. Silberberg, Martin S. Chemistry: the Molecular Nature of Matter and Change. 5th ed. Boston: McGraw-Hill, 2009. Print.

Culture in Everyday Life Essay

I experienced culture shock about 7 years ago, when I became friends with a Philippine woman. Her name is Christeen Humangnan; she was born and raised in the Philippines. It wasn’t until Christeen was 14 years old, that she moved to the United States. She would tell me how spoiled we are as Americans. She lived in the Philippines without electricity, a television, and rarely had money for new shoes. Although those customs are different from ours in the United States, there is one culture she practices that stood out. It is called pagmamano. Pagmamano is a Filipino culture that has survived the times and foreign influences. This is the practice of respect by asking for an elder’s hand and touches one’s forehead while bowing. One usually asks by saying â€Å"Mano po.† Mano po translates to â€Å"may I have your hand please.† In return, the elder blesses the person. In the Filipino culture the elderly, refer to parents and grandparents, cousins, or close family friends. It is usually done when one visits a family, when meeting these people outside of the homes or after a religious activity. It is also common to bring children to their godparents during Christmas time to pay respect with this custom. I found this custom in the Filipino culture to be shocking to me because, I have never seen it done before. I also see so many children act disrespectfully to their elders in this country, so it was a blessing in my eyes to see the elderly being respected. Now that I have learned of pagmamano, I participate, and have taught my own children the meaning of this culture. We do not use it in our own culture, but whenever we visit my friend Christeen and her family, we show enough respect to her and her family by participating in pagmamano. I would say that the value assumption was slightly an issue when I first  learned of this practice. I thought to myself, this is not the Philippines, we don’t do that here. After seeing the custom in person and how respectful the adolescents are to their elders, I realized I was wrong. I was happy to learn of it and see the children learning respect. You don’t see many American children show this type of respect. Since cultural relativism supports the theory that there is no absolute right and wrong. Instead, the morals, standards and behaviors that vary among cultures must be taken into consideration. I was wrong to assume that pagmamano should be practiced in the Philippines. I think it is a great way to show respect. At first I thought to myself, that’s weird! Then, I realized that we do â€Å"weird† things too. She considers some of the things we do as â€Å"weird,† when we considered it normal. We just have to accept the fact that we all live together in this country that participates and allows different cultures. I am thankful that I learned of the pagmamano culture, and I respect it.

Experts Guide to the AP Literature Exam

Expert's Guide to the AP Literature Exam SAT / ACT Prep Online Guides and Tips If you're planning to take theAP English Literature and Composition exam, you'll need to get familiar with what to expect from the test. Whether the 2019 test date ofWednesday, May 8 is near or far,I’m here to help you get serious about preparing for the exam. In this guide I’ll go over the test's format and question types, howit's graded, best practices for preparation, and test day tips. You’ll be on your way to AP English Lit success in no time! AP English Literature: Exam Format and Question Types The AP Literature Exam is a three-hour exam that contains two sections. First is an hour-long, 55-question multiple choice section, and then a two hour, three question free-response section. The exam tests your ability to analyze works and excerpts of literature and also cogently communicate that analysis in essay form. Read on for a breakdown of the two different sections and their question types. Multiple Choice Section The multiple-choice section, or Section I of the exam, is 60 minutes long and has 55 questions. You can expect to see 4-5 excerpts of prose and poetry. You will, in general, not be given an author, date, or title for these works, although occasionally the title of a poem is given. Unusual words are also sometimes defined for you. The date ranges of works could fall from the 16th to the 21st century. Most works will be originally written in English, although you may occasionally see a passage in translation. There are, generally speaking, eight kinds of questions you can expect to see on the AP English Literature and Composition test. I’ll break each of themdown here and give you tips on how to identify and approach them. "Tiny books carried by ladies" is not one of the question types. The 8 Multiple-Choice Question Types on the AP Literature Exam Without further ado, here are the eight question types you can expect to see on the AP lit exam. All questions are taken from the sample questions on the â€Å"AP Course and Exam Description.† Reading Comprehension These are questions that test your ability to understand what the passage is saying on a pretty basic level. They don’t require you to do a lot of interpretation- you just need to know what is actually going on. You can identify these from words and phrases like â€Å"according to,† â€Å"asserting,† â€Å"mentioned,† and so on. Basically, words that point to a fairly concrete register of meaning. You can succeed on these questions by careful reading of the text. You may have to go back and re-read parts to make sure you understand what the passage is saying. Example: Inference These questions ask you to infer something- a character or narrator’s opinion, an author’s intention, and so forth- based on what is said in the passage. It will be something that isn’t stated directly or concretely, but that you can assume based on what is stated clearly in the passage. You can identify these questions from words like â€Å"infer,† and â€Å"imply.† The key to these questions is to not be tripped up by the fact that you are making an inference- there will be a best answer, and it will be the choice that is best supported by what is actually found in the passage. In many ways, inference questions are like second-level reading comprehension questions- you need to know not just what a passage says, but what it means. Example: Identifying and Interpreting Figurative Language These are questions in which you have to either identify what word or phrase is figurative language or provide the meaning of a figurative phrase. You can identify these as they will either explicitly mention figurative language (or a figurative device like simile or metaphor) or will include a figurative language phrase in the question itself. The meaning of figurative language phrases can normally be determined by the phrase’s context in the passage- what is said around it? What is the phrase referring to? Example 1: Identifying Example 2: Interpreting Literary Technique These questions involve identifying why an author does what they do: from using a particular phrase to repeating certain words. Basically, what techniques is the author using to construct the passage/poem and to what effect? You can identify these questions bywordslike â€Å"serves chiefly to,† â€Å"effect,† â€Å"evoke,† and â€Å"in order to.† A good way to approach these questions is to ask yourself, so what? Why did the author use these particular words or this particular structure? Example: Character Analysis These questions will ask you to describe something about a character. You can spot them because they will refer directly to characters’ attitudes, opinions, beliefs, or relationships with other characters. This is, in many ways, a special kind of inference question since you are inferring the broader personality of the character based on the evidence in a passage. Also, these crop up much more commonly for prose passages than poetry ones. Example: Overall Passage Questions Some questions will ask you to identify or describe something about the passage/poem as a whole: its purpose, tone, genre, etc. You can identify these byphrases like â€Å"in the passage,† and â€Å"as a whole.† To answer these questions, you need to think about the excerpt with a bird’s-eye view. What is the overall picture created by all the tiny details? Example: Structure Some questions will ask you about specific structural elements of the passage- a shift in tone, a digression, the specific form of a poem, etc.Often these questions will specify a part of the passage/poem and ask you to identify what that part is accomplishing. Being able to identify and understand the significance of any shifts- structural, tonal, in genre, etc- will be of key importance for these questions. Example: Grammar/Nuts Bolts Very occasionally you will be asked a specific grammar question, such as what word an adjective is modifying. I would also include in this category very specific questions like the meter of a poem (i.e. iambic pentameter). These questions are less about the literary artistry and more about the fairly dry technique involved in having a fluent command of the English language. Example: That covers the 8 question types! Keep track of these. The AP Literature Free-Response Section Section II of the exam is two hours long and involves three free-response essay questions- so you'll have roughly 40 minutes per essay. Note, though, that no one will prompt you to move from essay to essay, so you can theoretically divide up the time how you want (but be sure to leave enough time for each essay). The first two essays are literary analysis essays of specific passages, with one poem and one prose excerpt- and the final is an analysis of a given theme in a work selected by you, the student. Essays One and Two - Literary Passage Analysis For the first two essays, you’ll be presented with an excerpt and directed to analyze the excerpt for a given theme, device, or development.One of the passages will be poetry, and one will be prose.You will be provided with the author of the work, the approximate date, and some orienting information (i.e. the plot context of an excerpt fromanovel). Sample Questions (from 20 Free Response Questions) Poetry: Prose: Essay Three - Thematic Analysis For the third and final essay, you’ll be asked to discuss a particular theme in a work that you select.You will be provided with a list of notable works that address the given theme below the prompt, but you can also choose to discuss any â€Å"work of literary merit.† So you DO have the power to choose which work you wish to write an essay about, but the key word here is â€Å"literary merit.† So no genre fiction! Stick to safe bets like authors in the list on pages 10- of the Course and Exam Description. (I know, I know- lots of ‘genre’ fiction works DO have literary merit, and Shakespeare actually began as low culture, and so on and so forth. You may well find academic designations of â€Å"literary merit† elitist and problematic, but the time to rage against the literary establishment is not your AP lit test.) Here’s a sample question (from 20): As you can see, the list of works provided spans many different time periods and countries:there are ancient Greek plays (Antigone), modern literary works (like Margaret Atwood’s The Blind Assassin or Barbara Kingsolver’s The Poisonwood Bible), Shakespeare plays (The Merchant of Venice), 19th-century Russian lit (Crime and Punishment), and so on. You might even see something by this guy. How Is the AP Literature Test Graded? The multiple-choice section of the exam comprises 45% of your exam score. The three essays comprise the other 55%. Each essay, then, is worth about 18%. As on other AP exams, your raw score will be converted to a score from 1-5. You don’t have to get every point possible to get a 5 by any means- but the AP English Literature test does have one of the lowest 5 rates of all APs, with only 5.6% of students receiving 5s in 2018. But how do you get raw scores at all? Multiple-Choice Scoring For the multiple-choice section, you receive a point for each question you answer correctly. There is no guessing penalty, so you should answer every question- but guess only after eliminating any answer that you know is wrong to up your chances of choosingthe correct one. Free-Response Scoring Scoring for multiple choice is pretty straightforward. However, essay scoring is a little more complicated. Each of your essays will receive a score from 0-9 based on the College Board rubric. You can actually find question-specific rubrics for all of the released free-response questions for AP English lit (see â€Å"scoring guidelines†). While all of the rubrics are broadly similar, there are some minor differences between each of them. I’ll go over the rubrics now- both what they say and what they mean for you. Poetry Passage Analysis Rubric Score What the College Board Says What it Means 9-8 These essays persuasively address the assigned task. These essays offer a range of interpretations; they provide a convincing reading and analysis of the poem. They demonstrate consistent and effective control over the elements of composition appropriate to the analysis of poetry. Their textual references are apt and specific. Though they may not be error-free, these essays are perceptive in their analysis and demonstrate writing that is clear and sophisticated, and in the case of a 9 essay, especially persuasive. Your argument is convincing and it addresses all elements of the prompt. You interpret the language of the poem in a variety of ways (i.e. your analysis of the poem is thorough). Your essay is particularly well-written and well-organized. You appropriately reference specific moments in the poem to support your argument. A 9 essay is particularly persuasive. 7-6 These essays reasonably address the assigned task. They are less thorough or less precise in the way they address the task, and their analysis is less convincing. These essays demonstrate an ability to express ideas clearly, making references to the text, although they do not exhibit the same level of effective writing as the 9-8 papers. Essays scored a 7 present better-developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the prompt, but your analysis is not as complete or convincing as a 9-8 essay. You do make specific references to the poem and your writing is clear and effective, but not necessarily masterful. 5 These essays respond plausibly to the assigned task, but they tend to be superficial in their analysis. They often rely on paraphrase, which may contain some analysis, implicit or explicit. Their analysis may be vague, formulaic, or minimally supported by references to the text. There may be minor misinterpretations of the poem. These essays demonstrate some control of language, but they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7-6 essays. You answer the prompt in a way that is not implausible or unreasonable, but your analysis of the poem is surface-level. You may paraphrase the poem instead of making specific references to its language. You may not adequately support your analysis of the poem, or you may misinterpret it slightly. Your essay is not a total mess, but not necessarily particularly well-organized or argued. 4-3 These lower-half essays fail to offer an adequate analysis of the poem. The analysis may be partial, unconvincing, or irrelevant, or ignore part of the assigned task. Evidence from the poem may be slight or misconstrued, or the essays may rely on paraphrase only. The essays often demonstrate a lack of control over the conventions of composition: inadequate development of ideas, accumulation of errors, or a focus that is unclear, inconsistent, or repetitive. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt. Your analysis of the poem is incomplete or incorrect, or you do not reference any specific language of the poem. Your essay is undeveloped, unclear, or poorly organized. A 3 essay either significantly misinterprets the poem or is particularly poorly written. 2-1 These essays compound the weaknesses of the papers in the 4–3 range. Although some attempt has been made to respond to the prompt, the student’s assertions are presented with little clarity, organization, or support from the poem. These essays may contain serious errors in grammar and mechanics. They may offer a complete misreading or be unacceptably brief. Essays scored a 1 contain little coherent discussion of the poem. Only minimal attempt is made to respond to the prompt. Essay is disorganized or not supported by evidence from the poem. May contain numerous grammar and mechanics errors. May completely misinterpret the poem or be too short. A 1 essay barely mentions the poem. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! Prose Passage Analysis Rubric Score What the College Board Says What it Means 9-8 These essays persuasively address the assigned task. These essays make a strong case for the student’s interpretation. They may consider a variety of literary devices, and they engage the text through apt and specific references. Although these essays may not be error-free, their perceptive analysis is apparent in writing that is clear and effectively organized. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored an 8. Your argument is convincing and addresses all parts of the prompt. You discuss a number of literary devices in your analysis and use specific and appropriate excerpts from the text as evidence in your argument. Your writing is clear, focused, and well-organized. A 9 essay has a particularly well-developed interpretation of the text and is better-written than an 8. 7-6 These essays reasonably address the task at hand. The writers provide a sustained, competent reading of the passage, with attention to a variety of literary devices. Although these essays may not be error-free and are less perceptive or less convincing than 9–8 essays, they present ideas with clarity and control and refer to the text for support. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the prompt. Your interpretation is coherent and you reference multiple literary devices in your analysis. You do reference specific moments in the text for support. Your essay is adequately organized and focused. However, your argument may be less convincing or insightful (i.e. more obvious) than a 9-8 essay. 5 These essays respond to the assigned task with a plausible reading of the passage but tend to be superficial or thin. While containing some analysis of the passage, implicit or explicit, the way the assigned task is addressed may be slight, and support from the passage may tend toward summary or paraphrase. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. You address the prompt, but your argument may be surface-level. You rely too much on summary or paraphrase of the text in your argument instead of using specific moments in the text. Your essay does have some elements of organization and focus but has some distracting errors. 4-3 These lower-half essays fail to offer an adequate analysis of the passage. The analysis may be partial, unconvincing, or irrelevant; the writers may ignore part of the assigned task. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt, whether because your argument is partly unrelated to the task at hand or simply ignores elements of the prompt. Your essay is poorly focused and/or repetitive and has little textual support. A 3 essay significantly misinterprets the passage and/or is very poorly written. 2-1 These essays compound the weaknesses of the essays in the 4–3 score range. They may feature persistent misreading of the passage or be unacceptably brief. They may contain pervasive errors that interfere with understanding. Although some attempt has been made to respond to the prompt, the student’s ideas are presented with little clarity, organization, or support from the passage. Essays scored a 1 contain little coherent discussion of the passage. Essay does not adequately address the assigned task. It may be very short or repeatedly misinterpret the passage. May be poorly written enough that it is hard to understand. These essays may be unfocused, unclear, or disorganized. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! Student Choice Rubric Score What the College Board Says What it Means 9-8 These essays offer a well-focused and persuasive analysis of the assigned theme and how it relates to the work as a whole. Using apt and specific textual support, these essays address all parts of the prompt. Although these essays may not be error-free, they make a strong case for their interpretation and discuss the literary work with significant insight and understanding. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored 8. Your essay convincingly addresses the task in a way that is clear and focused. You reference many specific moments in the text in support of your argument. You build a strong case- with lots of evidence- in support of your interpretation of the text. Your argument shows a deep understanding of the text. A 9 essay has more complex analysis and is better-written than an 8. 7-6 These essays offer a reasonable analysis of the work of the assigned theme and how it relates to the work as a whole. These essays address all parts of the prompt. While these essays show insight and understanding, their analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of the 9–8 essays. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. Your essay addresses the task adequately. Your interpretation of the text is apt and shows that you generally understood it, although your analysis may be more conventional or include less specific textual evidence than a 9-8 essay. 5 These essays respond to the assigned task with a plausible reading, but they tend to be superficial or thinly developed in analysis. They often rely upon plot summary that contains some analysis, implicit or explicit. Although these essays display an attempt to address the prompt, they may demonstrate a rather simplistic understanding and support from the text may be too general. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. Your essay addresses the prompt, but your argument may be very basic and/or rely too much on plot summary instead of true analysis of the text. Your essay may reveal that you do not thoroughly understand the text. Your essay may have some grammar/linguistic errors. Your essay is not especially well-organized or focused. 4-3 These lower-half essays fail to adequately address the assigned task. The analysis may be partial, unsupported, or irrelevant, and the essays may reflect an incomplete or oversimplified understanding of how a given theme functions in the text, or they may rely on plot summary alone. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors; they may lack control over the elements of college-level composition. Essays scored a 3 may contain significant misreading and/or demonstrate inept writing. Your essay does not address the prompt. Your analysis shows that you either do not understand how to address the prompt, cannot build support for your interpretation, or do not understand the text. Your essay may be poorly organized, poorly written and/or repetitive. A 3 essay significantly misinterprets the chosen work and/or is very poorly written. 2-1 Although these essays make some attempt to respond to the prompt, they compound the weaknesses of the papers in the 4–3 score range. Often, they are unacceptably brief or incoherent in presenting their ideas. They may be poorly written on several counts and contain distracting errors in grammar and mechanics. Remarks may be presented with little clarity, organization, or supporting evidence. Essays scored a 1 contain little coherent discussion of the text. Your essay does not address the prompt. It may be too short or make little sense. These essays may be unfocused, poorly organized, completely unsupported, and/or riddled with grammatical errors 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! As you can see, the rubric for the poetry essay is focused more on poetic devices, and the rubric for the prose essay is focused more on literary devices and techniques. Both of those essays are very specifically focused on the analysis of the poem/prose excerpt. By contrast, the student choice essay is focused onhow your analysis fits into the work as a whole. To get a high-scoring essay in the 9-8 range, you need to not only come up with an original and intriguing argument that you thoroughly support with textual evidence, your essay needs to be focused, organized, clear, and well-written. And all in 40 minutes peressay! If getting a high score sounds like a tall order, that’s because it is. The mean scores on each of the essays last year was around a 4 out of 9. That means, most essays were scored lower than a 5. So even getting a 7 on these essays is an accomplishment. If you write it down, it must be true! Skill-Building for Success on the AP Literature Exam There are several things you can do to hone your skills and best prepare for the AP Litexam. Read Some Books, Maybe More Than Once One of the most important things you can do to prepare yourself for the AP Literature and Composition exam is to read a lot, and read well. You’ll be reading a wide variety of notable literary works in your AP English Literature course, but additional reading will help you further develop your analytical reading skills. You might check out the College Board’s list of â€Å"notable authors† on pages 10- of the â€Å"Course and Exam Description.† In addition to reading broadly, you’ll want to become especially familiar with the details of 4-5 books with different themes so that you’ll be sure to be prepared to write a strong student choice essay. You should know the plot, themes, characters, and structural details of these 4-5 books inside and out. See my AP English Literature Reading List for more guidance. Read (and Interpret) Poetry One thing students may not do very much on their own time, but that will help a lot with exam prep, is to read poetry. Try to read poems from a lot of eras and authors to get familiar with the language. When you think you have a grip on basic comprehension, move on to close-reading (see below). Hone Your Close Reading and Analysis Skills Your AP class will likely focus heavily on close reading and analysis of prose and poetry, but extra practice won’t hurt you. Close-reading is the ability to identify which techniques the author is using and why they are using them. You’ll need to be able to do this both to gather evidence for original arguments on the free-response questions and to answer analytical multiple-choice questions. Here are some helpful close-reading resources for prose: The University of Wisconsin-Madison’s writing center has a guide to close-reading. You can also check out this close-reading guide from the Harvard College Writing Center. The Purdue OWL has an article on steering clear of close-reading â€Å"pitfalls.† And here are some for poetry: The University of Wisconsin-Madison also has a poetry-reading guide. There’s also an excellent guide to reading poetry at Poets.org, complete with two poetry close-readings. Learn Literary and Poetic Devices You’ll want to be familiar with literary terms so that any questions that ask about them will make sense to you. Again, you’ll probably learn most of these in class, but it doesn’t hurt to brush up on them. Here are some comprehensive lists of literary terms with definitions: About.com Literary Glossary Literary-Devices.Com list, which even has examples! Practice Writing Essays The majority of your grade on the AP English Lit exam comes from essays, so it’s critical that you practice your timed essay-writing skills. You of course should use the College Board’s released free-response questions to practice writing complete timed essays of each type, but you can also practice quickly outlining thorough essays that are well-supported with textual evidence. Take Practice Tests Taking practice tests is a great way to prepare for the exam. It will help you get familiar with the exam format and experience. You can get sample questions from the Course and Exam Description, there are released College Board exams here, and we have a complete article on AP English Lit practice test resources. Be aware that the released exams don’t have complete slates of free-response questions, so you may need to supplement with released free-response questions (see link in above section). Since there are two complete released exams, you can take one towards the beginning of your prep time to get familiar with the exam and set a benchmark, and one towards the end to make sure the experience is fresh in your mind and to check your progress. Don't wander like a lonely cloud through your AP lit prep. AP Literature Test Day Tips Here are my top six tips for taking the exam: #1: On the multiple-choice section, it’s to your advantage to answer every question. If you eliminate all of the answers you know are wrong before guessing, you’ll up your chances of guessing the correct one. #2: Don’t rely on your memory of the passage when answering multiple-choice questions (or for writing essays, for that matter). Look back at the passage! #3: Interact with the text- circle, mark, underline, make notes, whatever floats your boat. This will help you retain information and actively engage with the passage. #4: This was mentioned above, but it’s critical that you know 4-5 books well for the student choice essay. You’ll want to know all the characters, the plot, the themes, and any major devices or motifs the author uses throughout. #5: Be sure to plan out your essays! Organization and focus are critical for high-scoring AP Literature essays. #6: Manage your time on essays closely. One strategy is to start with the essay you think will be the easiest to answer. This way you’ll be able to get through it while thinking about the other essays. And don't forget to eat breakfast! Apron optional. Key Takeaways The AP Literature exam is a three-hour exam: It includes one 55-question, hour-long multiple-choice section based on four-five prose and poetry passages, and a two hour free-response section with three essays- one analyzing a poetry passage, one analyzing a prose passage, and one analyzing a work chosen by the student. The multiple-choice section is worth 45% of your total score and the free-response section is worth 55%. Essays are scored on a rubric from 0-9. Raw scores are converted to a score from 1-5. Here are some things you can do to prepare for the exam: Read books, and be particularly familiar with 4-5 works for the student-choice essays Read poetry Work on your close-reading and analysis skills Learn literary devices Practice writing essays Take practice tests! On test day, be sure to really look closely at all of the passages and closely interact with them by marking the text in a way that makes sense to you. This will help on multiple-choice questions and the free-response essays. Be sure also to outline your essays before you write them! With all this mind, you’re well on your way to AP Lit success! What's Next? If you're taking other AP exams this year, you may be interested in our other AP resources: from the Ultimate Guide to the US History Exam,to the Best 2016 Review Guide for AP Chemistry, to the Best AP Psychology Study Guide, we have articles on tons of AP courses and exams. Looking for practice exams? Here are some tips on how to find the best AP practice tests. We also have comprehensive lists of practice tests for AP Psychology, AP Biology, AP Chemistry, and AP US History. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

RB

RB Alborz Zinabadi Mr. Richard Urias American Literature December 15, 2000 Rhythm and Blues There are many types of music in the world but the one that stands out in everyone's mind is the sound of Rhythm and Blues. It has been around for many decades. It has captured people's interest around the world. Rhythm and Blues(RB), or as it was called before "black music", started in the early 1940's by slaves in the south. This phenomenon brought about new music, fashion, and dance styles.The white people thought of RB as black music during the 1940's and early 50's. It has the single greatest influence on music worldwide for most of the 20th century. Its influence can be traced in forms of rock music, country, gospel, jazz even Nigerian Juju -a style of dance music. Rhythm and Blues was started in the South, but later on moved to Midwest, Northeast, and West Coast cities due to the shift in American demographics, after World War II.The Rhythm and the BluesOne of two significant developments, which occurred that had an effect on RB was the invention of the Magnetic Tape, the other was the formation of broadcasting companies. (Schneider 40) The invention of the magnetic tape was a tremendous help to those who wanted to start their own independent record companies. Since no major record companies would accept music that was produced by black people, their formation of these independent record companies was crucial to RB recording. Most white radio stations did not play "black music", and when they did start playing RB, they were not obligated to play it. After noticing that the youth was more into RB they played it since they wanted to keep their young audience. In addition, the invention of the electric guitar had a tremendous effect on...

Theory used in Social Work Practice Essay Example | Topics and Well Written Essays - 1250 words

Theory used in Social Work Practice - Essay Example The social scientific texts, which focus on culture does not make it abstract and hence culture is important in social sciences. Narrative theory is also important in describing every aspect including the looking after the people who lost lives of their near and dear ones. The narrative realities include individual emotions, psychic realities as referred by Freud and thus evade all narrative formalizations. The point in this paper is about 'tragic' news narratives of an Asian Lady suffering from depression due to sudden death of her mother. In the above aspect, style holds the important place as it depends on both culture and nature of the individual. In some cases of tragic narratives style can define the culture and the extent of depression of the subject. As the present situation is about the Asian lady suffering from depression, understanding the differences in narration due to culture can help in understanding her. Though some writers feel that the narratives reduce personal and social meanings to glib fables, the other writers emphasize on cohesion and repetition (Corinne Squire, 2000). 1 The application of theory depends on the subject chosen. The subject here is an Asian lady suffering from depression due to loss of her mother due to sudden death. ... The psychological orientation in social service and work can be fulfilled by applying narrative theory to the subject in the present context. The changes that occur in the work of a social service practitioner will be from the expressions of the subject and narrative theory helps in understanding them in a clear manner. The notions of expertise in narrative theory can influence work education and can enable direct change in the subject with the help of research of the practitioner. In addition to above mentioned aspects, narrative theory helps in reshaping qualitative enquiry, which helps in recovery of a subject in depression. The thematic, structural, dialogic and visual things in the research will critically analyze the data and thus the researcher can choose the approach to deal with the subject. The subject in the context of the paper needs pragmatic approach and narrative theory is suitable for the meant treatment and to modify the social work contexts. The narration in the cou rse of treatment helps the researcher to collect different types of data and to compare it in different ways to know Th exact point of the treatment (Jan Fook, 2002). 2 Advantages in Applying the Theory The important advantage in using the narrative theory is avoiding suicide by the subject by the treatment that involves narration. As the depression in United States is substantial and it is more in Asian population, the qualitative research in narrative theory helps in coping up with depression motivated suicide. As the lady in the present context is suffering from the depression of sudden death of mother, there is every chance of attempting suicide and narrative theory helps in avoiding it. The subjects of depression of above mentioned

American Politics and Foreign Policy Essay Example | Topics and Well Written Essays - 1750 words

American Politics and Foreign Policy - Essay Example The concluding section will draw upon all of this information and the global arguments will be considered when making a finalization about the matter. In April this year, Vladimir Putin announced that Russia will consider withdrawing from Europe's key arms control treaty in response to United States' plans to install missile defense systems in Eastern Europe (Danilova, 2007). The Conventional Forces in Europe Treaty, which was signed in the last few months of the Cold War, has been considered as the foundation of stability in Europe. It places limits on the number of conventional weapons and foreign forces that can be deployed among member nations (Navosti, 2007). This particular aspect provides the backbone to the matter. In the first indication that the United States was losing patience with Moscow's inflexibility on the issue, Condoleezza Rice, the secretary of state, described Russia's fears simply as "ludicrous" (Columbia Tribune, 2007). "The Russians have thousands of warheads," she told a press conference in Oslo prior to a NATO meeting. "The idea that somehow you can stop the Russian strategic nuclear deterrent with a few interceptors just doesn't make sense" (Columbia Tribune, 2007). Mr. ... Mr. Putin said he had decided to declare a moratorium on an updated version of the treaty because NATO powers had failed to ratify it (Danilova, 2007). The United States and its NATO allies said they would not ratify the treaty until Russia withdrew its troops from Moscow-backed seceding republics in Georgia and Moldova - an argument the Russian Kremlin dismisses as a pretext to allow Washington to boost its military presence in Eastern Europe (Navosti, 2007). Background on the Treaty Negotiated and signed during the final years of the Cold War, the Conventional Armed Forces in Europe Treaty is often referred to as the "cornerstone of European security" (Crawford, 2002). According to the Reuters Fact box (2007) the treaty, signed on November 19, 1990, eliminated the Soviet Union's overwhelming quantitative advantage in conventional weapons in Europe by setting equal limits on the amount of tanks, armored combat vehicles, heavy artillery, combat aircraft, and attack helicopters that NATO and the former Warsaw Pact could deploy between the Atlantic Ocean and the Ural Mountains (Crawford, 2002). Designed to prevent either alliance from concentrating forces for launching a blitzkrieg-type offensive, the treaty employs a system of concentric zones mandating smaller deployments of tanks, ACVs, and artillery the closer one moves toward the center of Europe (FAS, 1999). While the threat of such an offensive all but disappeared with the breakup of the Warsaw Pact and the dissolution of the Soviet Union, the CFE Treaty's weapons limits and inspection regime, which provides an unprecedented degree of transparency on military holdings, continue to play an important role in Europe (FAS, 1999). CFE states-parties overhauled the treaty in November 1999,

Final exam essay Example | Topics and Well Written Essays - 500 words - 1

Final exam - Essay Example To avoid consequences, we make an agreement with other people in the society by denouncing the unacceptable ways and practice doing the acceptable things. Contract theory lays emphasis on the need for justice in the society. For a peaceful coexistence and satisfaction of basic needs people should seek to have a contract where they exchange goods and services. John Locke had the view that the ethical pre-political state of the society is assured by a divinely ordered natural commandment. John Rawls’ Theory of Justice argued that a group of rational and unbiased individuals will create a beneficial principle of justice as the basis for regulation of all duties, power, rights, and wealth. Social contract theory plays the role of setting up rules that govern behaviors that are acceptable by all people in the society. Contract theory creates an orderly society and enhances cooperation in the production of social goods (Gauthier1990). For this to be possible everyone in the society should be involved in the contract. This will ensure that the life and property of the people in the society has been protected. Contract theory aims at removing the notion of utilitarianism or self-interest. It argues that people follow the set rules for the advantage of the society as a whole. Contract theory has been applied by the Government in the form of a constitution. A constitution is a list of things that serve the society to enhance orderliness. The laws in the constitution are amended to accommodate the needs of the individuals in the society. I believe that the constitution ensures that politicians who refer themselves as public servants though they mostly follow their self-interests. The purpose of the constitution is to keep the politicians in check. The constitution bars the politicians from overusing their powers (Gauthier 1990). The success of the Contract theory has been widespread and this has attracted critics as well. Feminists and race conscious philosophers have