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being a hero essay You know what I always liked about Batman and Iron Man over the rest of the superheroes? The fact that they are (relatively) normal guys. They don’t need any special powers to fit into markedby teachers Ethelburga’s, the same category as Spiderman, Superman, or Wonder Woman. Heroes can be, and usually are, real people . And that’s exactly what we’re going to persuade essay Hillfield focus on when writing a hero essay–who your real-life hero is and why. Teachers Queen Ethelburga’s College. Before we get started on how to persuade essay Strathallan make your hero essay awesome, we first must answer the question what is a hero essay? Put simply, a hero essay is markedby Queen, one in essay Hillfield Strathallan College, which you describe someone you look up to or admire.

This could be a family member, teacher, community leader, friend, celebrity, or even a random stranger who did a kind deed. Queen. When writing about whoever you end up choosing, keep in mind that the hero essay is not just describing what the person is like. Concord College. You need to markedby teachers Ethelburga’s College expand on certain qualities that you admire in write application, the person, and why you admire those qualities. Unlike Professor X, your reader can’t read your mind, so you have to markedby Queen Ethelburga’s make those connections in your writing. To bring your hero to effective College life on the page, it also helps to have examples or anecdotes of those qualities. Now let’s get into the technical side of markedby Queen Ethelburga’s writing a hero essay. For the purposes of my examples, I’m going to use one of the heroes I mentioned above–Batman! The first thing you want to do is University of California, Los Angeles (UCLA), choose your hero. Obviously, for me, it’s Batman.

For you, choose someone who you can write a whole essay on. You don’t want to wind up halfway through your essay with nothing left to Ethelburga’s College say–which brings me to the next step. To ensure that you have a fully fleshed out effective thinking Independent College essay, it’s best to make an outline. Markedby Teachers Ethelburga’s College. This way you’ll know in which order to write your details, and you’ll know that your essay will be fully developed by the time you’re done writing it. Every essay–and, thus, every essay outline–should have at thinking College, least three things: an introduction, a body, and teachers Ethelburga’s a conclusion. How To Write Application Essay MacDuffie School. Hero essays are no different. Your hero essay introduction should include three main components: A hook : The hook is the first sentence or two of your introduction and is what grabs your reader’s attention. Teachers Queen Ethelburga’s College. Whether this is write my law essay Anthony’s High School, a quote, anecdote or statistic, be sure your hook draws readers in and leaves them wanting more.

A little bit of background : Your hero essay will probably be about someone you know (though it doesn’t have to Queen Ethelburga’s College be). Therefore, your reader probably won’t know who the write my law essay Saint High, person is–and even if they do, include some background information anyway. This could mean a brief description of your relationship to the person, or any details–such as their occupation, hobbies, etc.–that are relevant to setting up your essay. Your thesis statement : The thesis statement is markedby teachers Queen Ethelburga’s, where the introduction all comes together. It’s what explains exactly what you’re writing about and provides a brief preview of your essay to the reader. My introduction might look something like this: The city of how to write a good application essay MacDuffie School Gotham is one of the markedby teachers, most crime-ridden places in the country, not because of petty crimes, but because of true criminal masterminds. But one man has dedicated his life to ridding the how to write, streets of evildoers, making the city safe for its citizens–Batman.

Batman is a hero to not just me, but to an entire city because of his timeliness in teachers Ethelburga’s, responding to danger, his unwavering sense of justice, and his awesome gadgets. You probably noticed that I included three different qualities in my thesis statement (timeliness, justice and awesome gadgets), which would make my hero essay a 5-paragraph essay. However, yours, unless specified by your instructor, can be more or fewer than five paragraphs. The key is to how to write essay MacDuffie School write a complete story that clearly depicts your hero. No matter how many paragraphs are in the body sections of your hero essay, each paragraph should have at least three elements: A topic sentence: Your topic sentence lets the Queen College, reader know what the main idea of the paragraph is. Support for the topic sentence: For a hero essay, your support will usually come in the form of write essay Saint High School one or more anecdotes. Queen. These serve as examples to back up your point. A good transition to the next paragraph: Transitions are important because they make your writing flow. Thinking College. Avoid starting paragraphs with “First,” “Second,” “Finally,” “Next,” “Another reason I like this person,” or similar language.

Phrases like these make your writing sound immature and Queen College clunky. Putting a good transition at the end of your paragraphs enables you to go right into the next paragraph and essay MacDuffie School avoid all those useless words. I’m only going to show you my first body paragraph, but I think you’ll get the point. Batman may cut it close sometimes, but he manages to save most people just in time. When the Ethelburga’s College, Joker threw Batman’s love interest, Rachel, off of a building, Batman jumped after her and protected her as they fell, which saved her life. Batman also saved Commissioner Gordon who was attacked by gangster Alberto Holliday while escorting Holliday’s rival, Sal Maroni, to jail. Of course Batman can’t possibly save everyone on persuade Hillfield Strathallan, time–he’s just one man. But because of his clear sense of justice, he tries to save as many people as possible. Markedby Queen Ethelburga’s College. At last we come to the conclusion.

This does not have to be as long as your body paragraphs. It needs only custom essay University two important things: A brief summary of what you wrote about: Don’t simply restate your thesis statement. You’ve gone into markedby teachers Ethelburga’s, a fair amount of detail since then, and you want the how to scholarship essays Concord, summary to reflect that. A closing statement : This should give your hero essay a sense of markedby Ethelburga’s College closure. Think about why your hero is essay writing reviews of California, Los Angeles (UCLA), important and why you or other people want to teachers Queen College emulate this person. Here’s what my conclusion would look like: Batman has saved countless lives–including Rachel, Commissioner Gordon, and many citizens of Gotham–and in many cases just in time.

Because of his commitment to justice, he refuses to kill or harm anyone, including his nemeses, and commits acts of introduction of essay writing American selflessness without pay or other incentives. In addition to his incredible personal qualities, he also has amazing gadgets, like boomerangs, the Batmobile, and smoke bombs, to help him achieve justice on the streets of Gotham. Perhaps if more people were this moral and markedby Ethelburga’s selfless (and had the persuade College, right tools for the job), the teachers, whole world could stop evildoers in how to write School, their tracks, just like Batman. Tips to Queen Ethelburga’s College Make Your Hero Essay Super. Now that you have the basics down, it’s time for a couple helpful hints on how to go from an okay hero essay to a great one. Pick a person people might not expect . Your instructor has probably read a dozen or more hero essays by the time he or she gets to of essay writing Leysin School yours.

One way to make yours stand out is to choose to write about someone unexpected. This could be a younger sibling that has overcome adversity or the homeless man who helped push cars up a hill in a snowstorm. On the same note, pick qualities that people might not expect . If you don’t have any unexpected people to write about, or you just simply don’t want to, another option is writing about unexpected qualities. Markedby Teachers. Most people can look up to someone for their kindness, generosity, intelligence, or even fame. But writing about someone’s creativity, courage, determined spirit, or optimism in extreme misfortune can be a fresh take on a common essay theme. These are just two ways to make your hero essay more nuanced. A little bit of complexity and write scholarship Concord College out-of-the-box thinking in your writing will take it to the next level. Just think about it this way, it’s better to have a Dark Knight essay (nuanced and complex) than an markedby teachers Ethelburga’s Adam West Batman essay (simple and a little corny).

Image by marvelousRoland via flickr. Image via spinoff.comicbookresources.com. I hope that I’ve given you enough to get those creative juices flowing. If you finish your hero essay and you still don’t think it’s up to par, send it over to one of the Kibin editors. They’ll help you make it great. Psst. 98% of Kibin users report better grades! Get inspiration from over 500,000 example essays.

About the Author. Eden Meirow is a self-employed freelance writer with a passion for English, history and essay College education. You can find her on Google+.

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richard maltby essay Film and the Historical Return. An assembly of markedby Queen position papers in Cinema Journal , “In Focus: Film History, or a Baedeker Guide to the Historical Turn” ( Cinema Journal 44, 1 [Fall 2004], 94143) raises issues of writing American School continuing interest around how historical research might be pursued. It seems to me, however, that the collection offers as many grounds for discouragement as for hope. 1. The letdown can partly be attributed to the contributors’ embrace of fairly fixed conventions of the symposium genre. The essays carry an unhappy cargo of truisms. College. We should “construct interdisciplinary discourse” (97); linear narrative is bad; we should encourage non-westerners to write histories of their cinemas; collaboration between scholars would be good (but it carries risks). And, in case anyone has forgotten, “history matters” (124).

There’s also the usual call to get with it, the announcement that we’re tired of persuade essay Hillfield College one thing and need a fresh departure (in particular, what the teachers Queen Ethelburga’s College, writer is currently working on). It’s time to discard old habits. For Richard Abel, the primary question of historical research is, “Where next?” (107). “An exclusive focus on gender should be passé,” the collection’s editor Sumiko Higashi warns (97). Those who believe that academic work in the humanities is driven by fashion and a search for novelty at any cost will find some evidence here. Present as well is the normal amount of retrospective righteousness. When Higashi started to study women in early film, she tells us, her ambitions aroused little interest: “In an interdisciplinary foray I experienced eclipse, interruption, and postponement simultaneously” (96). Essay Hillfield. In rewriting the history of early film, Charles Musser recalls: “I was a New Yorker challenging local institutional authority” (102). The Historical Turn has evidently come at no little cost. And there is the customary suggestion that scholars should craft accessible prose.

Steven Ross sensibly urges us to write in “clear, jargon-free language” that nonspecialists can grasp and even enjoy (132). Admittedly, what counts as jargon he doesn’t tell us. (Wouldn’t an markedby teachers College economic history, a history of science, or a history of verse have to use professional lingo and thinking Chelsea College specialized terminology? Are these argots different from jargon?) Higashi notes (twice) that cultural historians tend to “eschew jargon” (95, 96), and she seems to agree with this aversion, since she counts herself a cultural historian. Yet her style isn’t eschewal-free. She produces phrases like “Assuming that polyphony is orchestrated in markedby teachers College a postmodern moment” (98) and effective thinking Chelsea College passages like this: A number of markedby Queen Ethelburga’s College film historians who began academic life as theoreticians, for example, are still deductive and in a dispersal of historical agency reify cinema, apparatuses, narration, discourses, and essay reviews Los Angeles (UCLA) texts (95). Such a sentence will send Ross’s civilian reader back to Entertainment Weekly , and even a veteran of theory skirmishes like myself can find it confusing, not to mention vague. Once we get beyond the conventions of essay assemblages, we find some substantial points alongside some common proclivities that seem to me unproductive. I’ll focus on three of the latter. And since my own work is characterized in one of the essays, I want to markedby College engage with some of those comments too. First proclivity: Many of the essays assume the standard view that intellectual work is persuade essay Strathallan College, a matter of markedby teachers College applying doctrines rather than trying to persuade Hillfield Strathallan solve puzzles or answer questions.

Again and Queen College again we are told to be aware of this or that body of worksocial history, cultural history, histories of subcultures or periods or minoritiesbut without any sense that the reason to explore those histories is grounded in what the historian is specifically trying to explain. “Social history is nonetheless useful for film scholars,” writes Higashi (95). Yes, but only in the light of particular questions. Effective Critical Chelsea Independent College. Some social history in this sense is teachers College, likely to be irrelevant to some historical questions. If I want to understand why Carl Dreyer took work in several Scandinavian countries after his debut films in Denmark, I’m likely to investigate the state of the Danish film industry, his relations with the major companies, his personal life, and the structural opportunities offered in adjacent filmmaking nations. These are on the face of it better candidates for custom essay reviews University of California,, causal inputs than, for Queen Ethelburga’s, instance, the Danish class system. Essay College. If I want to know how Herbert Kalmus developed Technicolor, it’s not clear that investigating the Queen, class demographics of MIT graduates will offer the most straightforward explanatory options. This isn’t to say that social explanations might not enter; it’s only to say that they don’t do so necessarily. And if historians want to explain unique cases, like artist’s careers, they would do well to remember Sartre’s dictum that class analysis goes only so far: Flaubert was a bourgeois, but not every bourgeois becomes a Flaubert. Of course one could argue that all historical explanations are necessarily social (or cultural) at effective thinking Chelsea, the end of the day. Markedby. I suspect that many contributors to the symposium presuppose this, but it’s plainly false. Geologists offer historical explanations about the formation of land masses and the oceans, and evolutionary biologists explain mating habits of species in ways that don’t invoke subcultures.

I find it hard to imagine a convincing sociocultural explanation for why film stock was standardized at a width of effective critical Chelsea Independent 35mm. Historians want the most proximate causes for the events they’re seeking to explain, and an ultimate or distal force is often best considered a precondition rather than a causal input. For human activities like filmmaking or scientific inquiry, cultural forces are often preconditions, while more proximate factorsthe state of markedby teachers College technology, the mandates of tradition or custom, the structural opportunities furnished by institutions, the intentions of individualsmay well provide the most relevant and precise explanations. Ross puts this point in essay Saint High a slightly different but not incompatible way: “Understanding context is a difficult task for it means understanding both the general climate of a society and markedby teachers Ethelburga’s the specific pressures within its film industry at a particular moment in time. Movies are made by custom writing reviews University of California, (UCLA) real men and women who face myriad pressures every day” (131). I’d argue that there probably is no single “climate” at work in a given society, and markedby teachers Queen Ethelburga’s College that the reviews Los Angeles, pressures filmmakers face are as much aesthetic as industrial, but Ross is surely right to emphasize both macro- and micro-level causal factors.

The key methodological questions, it seems to me, are: What phenomenon is the historian trying to explain? What are candidates for an approximately adequate proximate explanation? What rival answers to the questions are on the table, and Queen College what are some other possibilities? And then, from a comparative perspective, what explanations are most plausible? It would be naïve to assume that we would come up with only one candidate, but our efforts should be to weigh the pluses and minuses of each alternative. Just as important, we should recognize that many research programs are simply distinct and nonoverlapping: different questions, different perspectives, and how to a good MacDuffie School different bodies of evidence and patterns of reasoningwhich may never intersect.

When two explanatory frameworks converge on the same question, we have genuine alternatives, but at least as often two historians working on Queen Ethelburga’s, the same subject are trying to solve quite different puzzles, and the scholars have no quarrel with one another. In general, this seems to be the way historians in more mature disciplines often work. But much of film studies has consisted of assembling and how to write application essay School reassembling abstract doctrines and “discourses” in order to arrive at a preordained conclusion. There isn’t a systematic move from the question’s presuppositions to data to inference. The result, as Sartre once remarked of “lazy Marxists,” is that the writer has the answer before she has asked the question. Certainly historians may ask “interested questions”; they may have biases and hunches they’re trying to markedby Queen College prove. Still, even partisan scholars, including great ones like E.P. Thompson, adhere to the standards of essay Strathallan College their professional community, submitting their work to the dialectic of proposal, refutation, and rethinking. Of all the essays here assembled, only those by Ross, Charles Musser, and Jane Gaines take seriously the premise that historical inquiry is a matter of asking questions. More specifically, and despite the Historical Turn, many contributors to the discussion still seem enthralled by College theory.

Robert Sklar invokes Michel de Certeau and Hillfield Strathallan Paul Veyne as measures of what film historians have accomplished (135136). Unsurprisingly, he wishes for “a discourse on metahistorical perspectives that might pull together multiple strands and reorient the markedby teachers Queen College, field” (136). How To Write College. Janet Staiger remarks that “contemporary identity theory asserts the teachers, significance of intersectionality: no specific identity is separable from the scholarship essays College, complex configuration of Queen College identity markers” (129). (Take that, Rossian reader!) Neither Sklar nor Staiger probes the effective critical Independent, theoretical claims they endorse; there is no shred of skepticism; they simply cite authority. And I confess to a twinge of 1960s nostalgia when Charlie Musser insists that our method should be “at once materialist and markedby teachers Queen Ethelburga’s College historical” (102). The Historical Half-Turn, we might call it; theory, often Grand Theory, is looking over our writers’ shoulders. Second proclivity: Forgetting some institutional history. Introduction Of Essay Writing Leysin. For a Baedeker’s guide, this one overlooks the fact that several historical turns took place before the current wave of social and markedby Ethelburga’s cultural histories broke. Granted, some of the essays invoke the effective Chelsea, new surge of interest in pre-1920 film during the 1970s, and they’re right to do so.

But no one invokes another initiative of the same era, the study of the history of the U.S. film industry. I was an eyewitness to this research agenda. Coming to teachers College the University of WisconsinMadison in 1973, I was introduced to writing Leysin American the work of Tino Balio and Douglas Gomery, who approached Hollywood as a modern business enterprise and teachers asked commensurate questions. Custom Essay Writing Reviews University. How best to explain Warner Bros.’ innovation of sound movies? What business strategies and markedby teachers College market responses enabled United Artists to sustain itself through several decades? By interrogating studio history from the how to write a good application MacDuffie School, standpoint of teachers Queen College neoclassical economic analysis (Gomery) and from the standpoint of business culture and executive decision-making (Balio), these scholars fundamentally reshaped our understanding of effective critical thinking Independent College Hollywood. Markedby Teachers Queen Ethelburga’s College. The concepts they introduced to the field, such as vertical integration and oligopoly, are now deeply embedded in historians’ practices. Many of the recent writers who are proud to have just plunged into the archive were memorizing the how to write scholarship essays Concord College, Grande Syntagmatique and trying to understand the Mirror Stage when Balio and Gomery were cranking microfilm and turning over dusty papers page by teachers page. Introduction Leysin American School. Needless to say (although the markedby Queen Ethelburga’s, symposium participants don’t say it), Balio, Gomery, and many other scholars have continued to examine film industries from kindred standpoints.

I can’t refrain from noting as well that in how to write scholarship College the 1970s and early 1980s there began to emerge new research programs studying the aesthetic history of markedby teachers Ethelburga’s cinema. These centered on questions of forms, styles, and write essays Concord genres. Some of this work took place at Wisconsin, but it also emerged in Iowa (Rick Altman) and New York (P. Markedby Ethelburga’s College. Adams Sitney, Roberta Pearson, and Tom Gunning). A great deal of early cinema research pointed in this direction too; I think of Charles Musser’s and André Gaudreault’s work on cutting in Porter as an influential early debate. And of how to essay School course aesthetic history continues, albeit as a minority practice. This leads me to the third common proclivity that strikes me in Queen the Cinema Journal essays. Like business history, the history of film as art is almost completely ignored in the symposium.

No historian studying form, technique, or genre contributed an essay. Indeed, throughout the collection, there’s a persistent assumption that the how to write scholarship essays College, only type of history worthy of the name is social or cultural, in both the first and last instance. Even Ross, who claims that “deconstructing” film “texts” taught him how to markedby Queen look at images, mentions social stereotypes (e.g., African-American drug dealers) as examples of how cinematic imagery must be taken into account (130). An accurate observation, no doubt, but not exactly the height of film analysis either. The odd thing is that in introduction writing Leysin School disciplines that study other media, it’s perfectly normal to pose formal and stylistic questions. Markedby Ethelburga’s College. Musicologists give us histories of Hillfield Strathallan tonality and sonata form.

Historians of art and architecture trace the development of teachers Ethelburga’s styles across periods. Historians of critical theatre explore plot conventions and markedby Queen College traditions of persuade essay staging and costuming. There are histories of Japanese verse forms, of Egyptian funerary sculpture, of African maskmaking. The study of an artform’s forms and styles occupies whole departments on some university campuses. Scholars in markedby Queen Ethelburga’s these disciplines conduct archival research (an important litmus test, according to scholarship Concord many contributors to the symposium) and number among themselves many celebrated humanists: Riegl, Panofsky, and Gombrich in art history, Maynard Solomon and Leonard Meyer in musicology, Leo Spitzer and René Wellek in literary history. Yet in her survey of “history proper” (95) Higashi nowhere mentions such enterprises; she presumes that the only real history is socio-political history. Similarly, and with brief exceptions, her contributors ignore the possibility of markedby teachers College writing the history of cinema as an artform. It’s as if film could never be studied as a historical artistic practice. I’m not claiming that aesthetic history offers the only approach to understanding the multifarious phenomenon we call cinema. Richard Abel makes a slip when he says in a footnote that “Bordwell also argues for the centrality of stylistic history in On the History of Film Style ” (111).

Once more it depends on the questions we ask; certain questions, particularly about effects of films on spectators, should in my view consider aesthetic strategies as potentially important factors. My premise, nowhere argued against in the symposium or indeed anywhere in the literature I know, is effective Chelsea, that form and style aren’t neutral conduits of messages; they play a central role in markedby teachers our experience of a film. Anyone who wants to understand that experience should be ready to consider aesthetic factors. Nonetheless, many researchers aren’t interested in Anthony’s High questions of how films are designed to shape experiences, and so for them art legitimately isn’t on the agenda. If the UA or Warners films hadn’t survived, Balio and Gomery’s research projects wouldn’t be hurt one jot. Ignoring the art-centered research programs isn’t a new habit. As late as 1985, Gomery and Bobby Allen, in their Film History: Theory and Practice treated the markedby Queen Ethelburga’s, aesthetic history of film as a relic, disparaging it as “the masterpieces tradition.” Allen and Gomery’s worry seemed to be that one couldn’t study film as art without injecting evaluations about the great works. Now I’m not wholly convinced that evaluation should be purged from of essay Leysin School, stylistic history, any more than I think that political histories shouldn’t pass judgment on the actions of individuals or groups. If a historian can condemn Stalin or the Rape of Nanking, why can’t she praise Renoir or Ozu? Be that as it may, many research projects have shown that one need not focus on canonized works in order to understand the history of film art.

For instance, The Classical Hollywood Cinema tries to trace out normalized formal practices as revealed in ordinary films. A more recent, equally groundless worry is markedby Queen College, reflected in the symposium’s recurring conception that to study film art condemns one to media-specificity claims. Staiger writes that “While I believe fully that the concept of media specificity exists, being sheltered by studying only film is to work with blinders on” (127). Staiger cites no examples, so we’re thrown back on syntax. The first clause seems to suggest that the concept of medium specificity exists as a real historical force; people (e.g., Bazin?) have acted as if film had distinct or unique properties. True, no doubt.

But then the sentence’s main clause seems to claim that to study “only film” is to embrace medium-specificity ideas. Write Essay. I can’t think of any film historian who studies only film, but in any event I don’t see that Staiger’s second clause follows from her first. Markedby Teachers Ethelburga’s College. One can focus on matters filmic without presupposing that those matters are specific or unique to cinema. To study film lighting is not to presume that only cinema utilizes lighting. To get some clarity let’s distinguish between two worries that socio-cultural historians seem to have with respect to aesthetic history.

First, there’s the idea that one shouldn’t take aesthetic factors as the object of one’s inquiry. Why study editing or sound techniques or staging traditions, when the truly important matters involve audiences, ideology, and the social circulation of meaning? This premise seems behind the general neglect of aesthetic history in most of the “In Focus” essays. Yet this isn’t a tenable position. For one thing, we don’t know where our inquiries into write my law Anthony’s High School any matter will lead, and Queen Ethelburga’s so we shouldn’t limit our explorations at the outset. Insisting on studying only certain things is blatantly dogmatic and makes the effective Independent College, field’s proclamations of markedby pluralism ring hollow. For another thing, no other mature fields would limit things this way.

In the write essay Saint School, study of markedby College painting, architecture, music, and the other arts, posing questions focused on writing of California, Los Angeles, matters of technique is markedby, considered of paramount importanceindeed, it constitutes a good part of the write application School, core knowledge demanded of every professional. Film studies may be rare in markedby Ethelburga’s encouraging historians of an art medium to ignore matters of form and style. A second concern runs this way: One can legitimately ask questions concerning aesthetic resources or strategies, but the answers will ultimately rest upon broader social, political, or cultural processes (law, economics, identity politics, etc.). As I’ve suggested earlier, this isn’t a self-evident truth; it’s a presupposition that will need to be argued for in relation to the particular case. The contributor that engages with this idea most directly is Lee Grieveson, and he develops his argument in relation to the sort of historical poetics I’ve proposed on this website and in custom essay of California, Los Angeles (UCLA) various publications. Grieveson’s argument runs as follows. He starts with an illustrative anecdote, whereby a 1908 Illinois court case defined film as an teachers Ethelburga’s College entertainment medium to which concepts of historical accuracy didn’t necessarily pertain. This shows, he claims, that legal decisions created a “discursive identity” for film as “harmless entertainment” (120). He asserts that such political-juridical activities are crucial “generative mechanisms” in the formation of what’s been called the classical Hollywood cinema.

This concept provides a segue to a consideration of the book, The Classical Hollywood Cinema (1985), by Janet Staiger, Kristin Thompson, and critical College myself. He claims that that volume showed the interdependence of aesthetic and industrial processes, captured in the concept of markedby teachers Queen a “mode of write my law essay Saint Anthony’s High School film practice” (120; our phrase). That mode, we asserted, was the “most pertinent and proximate” causal input to the narrative form and teachers visual/ auditory style of studio films. (121; our phrase). Write A Good Application Essay School. Grieveson then links this conclusion to my own formulation of a historical poetics of cinema. But he suggests that this formulation doesn’t fully explore “the possibility of the social affecting textuality” (122). Tom Gunning’s work is teachers, advanced as instantiating this possibility, with Gunning’s essay “Weaving a Narrative” as an exemplary instance. Effective Critical Thinking Chelsea. Gunning finds that early cinema’s “subdivision and linearization of markedby Queen Ethelburga’s plot lines” (122) has links to contemporary literary practice and served as well “to articulate a moral discourse and thus to divert reform anxieties about how to a good application essay School, cinema” (123). Queen Ethelburga’s. This shows that “aesthetic practices were connected to ideological choices” (123). Grieveson goes on to list other writers who have shown “the social embeddedness of textual practices” (123), including William Uricchio and Roberta Pearson, Sumiko Higashi, Richard Maltby, and others. Grieveson mentions his own work in this line of inquiry, which focuses chiefly on content and write a good application essay MacDuffie the social function of cinema (123).

All this work “makes clear the teachers Queen Ethelburga’s, complex connections between [sic] aesthetics, commercial goals, and practices of politics and power” (124). It obliges historical poetics to go further in “situating institutional and textual pressures in write essay Saint a broader social, political, and cultural history” (124). Markedby Queen Ethelburga’s College. Grieveson concludes that we must “push at the borders of texts and of aesthetic histories” (124), at least partly because a focus on the films’ form and style itself replicates the separation of write application essay School cinema from the Queen Ethelburga’s College, realm of “social, political, and cultural histories” (124). Several of write Concord College Grieveson’s points illustrate objections I’ve made earlier in these reflections. He doesn’t state what research question he’s pursuing; instead, he’s interested in integrating several lines of research into a metadiscourse about history. His primary interest is methodological: the only question he poses explicitly is that of “the divisions and teachers Queen Ethelburga’s College possible connections between formalist historiography and how to write Concord College the practices of cultural history” (122). But he doesn’t consider the markedby Ethelburga’s, possibility that the divisions aren’t differences of principle and the connections just might not exist. Once you consider the particular questions that the essay reviews of California,, researchers are pursuing, it’s not clear that the markedby teachers, lines of inquiry intersect in any enlightening way. 2.

Moreover, the connections that Grieveson proposes ignore the concrete questions and nuanced answers that are the stuff of the write Anthony’s, historical research he traces. To go back to the book that launches his case: The Classical Hollywood Cinema contains hundred, perhaps thousands, of empirical claims, and these form many strands of argument. At times, to give a sense of the contours of College our general position, we encapsulate those factors as aesthetic and how to write Concord industrial ones. But Grieveson ignores the range and depth of markedby teachers empirical generalizations on which our summary labels rest. Instead he takes “the aesthetic” and “the industrial” as themselves historical forces. This abstraction (Higashi might call it reification) of a variety of particular claims functions strategically in effective critical thinking Chelsea Grieveson’s argument: it makes it possible for him to say that many scholars have also talked about “aesthetic” factors. But the contributions of markedby teachers Uricchio, Pearson, et al., whatever their virtues, don’t talk about the aesthetic issues broached in CHC . They don’t consider those norms of composition, lighting, cutting, sound and color practices, narrative structure, narration, and the like that are at the core of our book. Nor do they trace the development of the mode of productionthe division of labor, the chain of command, the development of the script as blueprint, and so on. My Law Saint. The scholars itemized are for the most part simply asking other questions. Gunning’s inquiry, it’s true, intersects with ours, but his concept of linearity is far broader than the particular narrative strategies we trace.

Grieveson could have usefully compared Gunning’s rather broad account of Queen College “linearity” with Thompson’s section of essay CHC , which explores in a more detailed way the debt of early film’s storytelling strategies to markedby teachers Queen College particular literary and write my law Saint High School theatrical practices (e.g., the short story and markedby teachers Queen College the skit). But this wouldn’t have enabled him to make the write my law essay Anthony’s High School, simpler, starker contrast (aesthetics/ culture) on which his essay rests. If Grieveson wants to press at the boundaries of “aesthetics and textuality” he should be prepared to College show how the persuade essay, focus of his concernregulationaffects any of the factors that we trace out in CHC . Does regulation, or response to “reform anxieties” (a force that will have to do a lot of explanatory work), tell us why we have dialogue hooks, montage sequences, goal-oriented protagonists, and teachers Ethelburga’s College a switch from orthochromatic to panchromatic film stock? It seems unlikely. Consider the counterfactual: Wouldn’t Hollywood cinema remain just as much a zone of essay reviews of California, “harmless entertainment” if the teachers Queen Ethelburga’s, “tableau style” of the 1910s persisted through the 1980s? It seems to me that the “generative mechanism” Grieveson postulates is a distal cause, or precondition, for phenomena that need finer-grained explanation. When someone suggests that we must go beyond aesthetics, I want to reply: Please show me that you’ve gotten to aesthetics in the first place. Of course not all the phenomena we consider in CHC are far removed from the sort of explanatory factors some historians prefer. Of Essay American. Many factors we delineate, particularly those bearing on the division of labor and order of production, are plainly tied to the economic practices of U.S. Teachers Queen College. capitalisma point made repeatedly by Staiger in the book.

But I’d insist that there may well be no cultural reason, of any perspicuity, why filmmakers switched from orthochromatic to panchromatic stock; it may be that the Strathallan College, “most pertinent and proximate” explanations are wholly industrial and markedby teachers Queen College aesthetic. Reviews University Of California,. I suspect that many of the norms we trace, at various levels of generality, are satisfactorily explained without invoking modernity, reform anxieties, moral discourse, or other factorssimply because every explanation must stop somewhere, and it’s impossible to College spell out all the preconditions for critical thinking Independent College, any historical event. But historians who believe that every explanation for anything is in the last analysis social or cultural won’t accept this. So if it makes anyone sleep better at markedby teachers Ethelburga’s, night, I’d suggest that she or he tack onto every explanation that CHC ascribes to thinking Independent College the “mode of teachers Queen Ethelburga’s film practice” the clause “and this mode exists because of of essay writing Leysin bourgeois ideology/ reform anxieties/ juridical intervention/ modernity/ all of the Ethelburga’s College, above.” Behind Grieveson’s effort lies an assumption that my efforts to sketch a historical poetics, despite my avowals otherwise, have ignored cultural explanations. “In practice, for Bordwell, as for other formalist scholars [ what other formalist scholars?], cultural causes are relegated [sic] in importance, and the methods for connecting culture and aesthetics are subject to critical scrutiny” (122). This is revealing, implying that cultural historians of film don’t subject their methods to critical scrutiny. Essay Writing Reviews University. (On the whole, I think this assumption holds good.) But in my case the teachers College, objection falls wide of the mark. Write Application MacDuffie School. I’ve criticized certain sorts of cultural explanation of form and markedby teachers Ethelburga’s College style, but not all. Grieveson wants to find how aesthetic inquiry can be integrated with cultural explanationfair enoughbut he looks only at cultural histories that have touched on aesthetic matters. He doesn’t, however, look at aesthetic work that invokes cultural matters, e.g., my own. Wait! someone may say. Bordwell practices “formalist” history, and we all know that that ignores social and cultural factors.

Wrong. If Grieveson had looked at my book Ozu and the Poetics of Cinema presumably a text worth examining for someone trying to comment on my conception of a cinepoeticshe would find an effort to “connect culture and aesthetics”; except that the “culture” is conceived in far more specific terms than he lays out, and the “aesthetics” likewise. He could also turn to my accounts of essay School Socialist Realism and markedby Queen College government policy in The Cinema of write College Eisenstein , and to my proposal for a “dialogical” or conversational model of films’ relation to audiences, floated in markedby Queen Ethelburga’s College Planet Hong Kong: Popular Cinema and essay of California, (UCLA) the Art of Entertainment . In some essays, such as “Conventions, Construction, and Cinematic Vision,” I’ve discussed the prospect that some cinematic techniques fulfill culturalindeed, cross -culturalfunctions. (Contingent universals are the third rail of cultural history.) Finally, just because I’ve criticized the modernity thesis as formulated by teachers Ethelburga’s the Benjaminians, it doesn’t mean that I don’t think modernity is important. Many who think that I’m hostile to Saint Anthony’s School modernity explanations will probably be startled to discover that the Ozu book (published in 1988, well before most of the recent statements about Modernity) develops several arguments about modernity in 1920s and 1930s Japan. For instance, I suggest that modernization shaped the (ideologically constructed) conception of “everyday life” in Japanese films.

More broadly, that book surveys several alternative methods for “connecting aesthetics and culture.” Grieveson betrays no awareness of any of my arguments in this domain. Like many commentators, he seems to think that I do the same thing in every research project. Because I don’t invoke culture very much in my sections of the The Classical Hollywood Cinema because I couldn’t determine its relevance to the questions at the center of that projectit doesn’t mean I don’t invoke culture in other projects, when the research makes that a plausible input for my explanation. Rather than declaring that “connecting culture to aesthetics” is alien to Queen Ethelburga’s my version of how to a good MacDuffie School historical poetics, Griveson could usefully analyze (critically, of course) my efforts to teachers invoke cultural factors in write my law Saint School answer to Ethelburga’s College particular questions of form, style, and theme. Before he undertakes this, though, Grieveson should get a firmer grasp of the concept of historical poetics of cinema as I’ve outlined it.

Granted, he quotes me on this matter, but to trace his slips, I must go through his gloss. College. Bear with me. Markedby College. Here’s the relevant paragraph, sentence by School sentence: A critical practice of historical poetics, Bordwell has proposed, “produces knowledge in answer to two broad questions about cinema: (1) What are the principles according to which films are constructed and by means of which they achieve particular effects? And (2) How and markedby why have these principles arisen and changed in particular empirical circumstances?” [footnote] So far, so good. But note the emphasis on constructive principles , something that distinguishes poetics as a research perspective (Aristotle, to start with), from hermeneutics.

We infer those principles from Chelsea College, a wide array of evidence, including the record of artists’ creative decisions and the design features of the films. The culture-centered research programs Grieveson invokes as examples of “the aesthetic” don’t typically take constructive principles into account. In proposing these questions, the project of historical poetics takes leave of interpretive criticism and theory, putting to one side questions about what films mean and Queen Ethelburga’s how they resonate with cultural contexts to instead describe and explain formal norms. [footnote] The project of historical poetics doesn’t take leave of interpretive criticism; it includes it. As I indicate in Making Meaning , interpretation is part of a poetician’s critical practice. Why?

Because meanings are among the application MacDuffie School, effects that have to teachers Queen Ethelburga’s be explained by constructive principles. Thus meanings are not “put to one side.” I emphasize in the article Grieveson cites that thematics is one domain of University of California, poetics, and in my studies of Ozu, Eisenstein, Dreyer, and others I try to show how form and markedby teachers College style connect with theme by virtue of constructive principles. For example, the religious themes of Dreyer’s films are manifested in imagery of the prophetic book and the act of writing, and this imagery gives the narrative dynamic the quality of an how to a good application already-achieved, even predestined series of actions. And as indicated above, in the Ozu book and markedby teachers elsewhere the write my law Anthony’s, historical poetics I practice doesn’t “put to one side” questions of how films “resonate with cultural contexts” (though that seems to me an imprecise way of putting the matter). Finally, although formal norms are at Queen Ethelburga’s College, the center of many of my projects, I’m also concerned with how filmmakers creatively rework them, something that Grieveson’s account doesn’t mention. The broad currency of this critical project and historiographic method is, of course, widely visible in contemporary cinema studies, underpinning important and Anthony’s High School justly influential work by Bordwell and Thompson, in particular, and, as a consequence of the jointly authored textbooks Film Art: An Introduction and Film History: An Introduction , having an impact on widely shared pedagogical practices [footnote].

It’s hard to know what to make of this rather woolly passage. Clearly something big is afoota “broad currency” is “widely visible” and has an impact on “widely shared” practicesbut what exactly? If Grieveson means to say that film poetics is markedby Queen Ethelburga’s, one major approach in the field of film studies, I’d ask him, as a practicing historian, to prove it. A Good Essay MacDuffie School. I don’t find any evidence that it has anything like the markedby teachers Queen, “broad currency” of multicultural studies, postcolonial studies, gender studies, or the like. I have yet to hear of any department deciding, “Well, we really must hire someone in historical poetics.” If anything, I have good evidence of the reverse: that anyone interested in pursuing these questions will not have an custom essay writing reviews of California, (UCLA) easy time finding a job in academic film studies. Significantly, while Grieveson offers a roll-call of names of markedby culture-centered historians, he cites as practitioners of “formalist history” only Kristin Thompson and persuade essay Hillfield College myself. Whom does he have in mind?

What leads him to think that our “project and method” are “widely visible”? Maybe it’s just that we publish a lot. Similar questions could be asked about the final phrases of the sentence. As a historian, Grieveson should point to some proof that Film Art and markedby teachers Queen Ethelburga’s College Film History have had the impact he claims. More crucially, he needs to buttress his assumption that they are informed by the historical poetics research program. I think that this is a hard case to make. Film Art seeks to introduce aspects of cinema that every approach, even the write my law essay Saint High, most culture-driven, recognizes as significant for understanding film as an artform.

And with respect to Film History , it would surely be hard for Grieveson to make the case that we’ve failed to go beyond “the borders of texts and aesthetic histories” (124). Markedby College. Although the book concentrates on a good School, artistic and industrial trends across film history, it constantly brings in political, cultural, technological, and social causes. 3 To presume that these books rest centrally upon a conception of historical poetics, particularly Grieveson’s version of same, is just false. It’s always salutary when film historians reflect on their practices, but the results of this symposium, despite some significant moments of College thoughtful reflection, indicate that far too many historians still worship Grand Theory, still hope for a master reconciliation of persuade Strathallan all research programs, still view empirical research through cloudy generalities, still write in a style that encourages gaseous thinking, and still misconceive efforts to understand cinema as an teachers artform. Above all, for too many historians “culture” is the write Saint Anthony’s, one ring to rule them all, the answer to teachers Queen every question anyone might want to ask. Back in the early 1960s Andrew Sarris launched his version of the auteur theory in response to two threats: the English teachers who wanted to introduction writing American School claim cinema as a literary art, and teachers the sociologists who took Hollywood movies as grist for observations about how the mass media promulgate distorted views of the world. In an ascending spiral, something similar seems to be happening today.

True, our littérateurs approach film through the lens of Theory rather than the Great Tradition, while the culturalists write not in the language of Talcott Parsons but of Michel Foucault. Yet the neglect of things aesthetic remains constant. Not the Historical Turn, then, but the Historical Return. 1 : Since one essay in the collection makes frequent reference to my own arguments, you might ask why I haven’t sought to reply in the pages of Cinema Journal . Some years back, in trying to rebut some more severe criticisms in CJ ’s pages, I learned that this journal doesn’t welcome debate, at of essay, least with respect to Queen Ethelburga’s positions I’ve put forward. Write Scholarship Essays Concord. At that time, as I kept trying to reply, the editor delayed publication of my response for a yearpartly in teachers Queen Ethelburga’s College order to give the original author time to essay College answer my rejoinder in the same issue. A former editor of the journal also wrote me pleading me not to reply, on the grounds that the markedby teachers Ethelburga’s College, original critique would not be taken seriously by readers anyhow. Essay Anthony’s School. In all, pretty amazing. Not wishing to repeat this experience, I’ve used this webpage to respond quickly to this symposium. I expect to use this forum for markedby teachers Queen College, the same purposes in the future. 2 : Grieveson notes that I’ve been involved in praising or supporting the publication of projects that invoke cultural or political causes of film-related phenomena (124).

But he takes this to show that I support them because they fit an expanded definition of historical poetics. Actually, I support them because (a) I can support positions that disagree with mine; and (b) often they don’t disagree with mine because their controlling questions don’t overlap with mine. 3 : By the way, Grieveson errs in his footnote (no. Essay University Of California, Los Angeles (UCLA). 11, p. 125): He attributes authorship of Film History: An Introduction to “Bordwell and teachers College Thompson,” when in fact Thompson is the custom University of California, (UCLA), first-named author. have comments about the state of this website? go here.

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analyzed data resume Data Analysis is the process of systematically applying statistical and/or logical techniques to describe and illustrate, condense and recap, and evaluate data. According to Shamoo and Resnik (2003) various analytic procedures “provide a way of Queen Ethelburga’s, drawing inductive inferences from data and distinguishing the signal (the phenomenon of interest) from the noise (statistical fluctuations) present in how to essay the data”.. Teachers Ethelburga’s. While data analysis in qualitative research can include statistical procedures, many times analysis becomes an ongoing iterative process where data is continuously collected and analyzed almost simultaneously. How To Concord College. Indeed, researchers generally analyze for markedby teachers Ethelburga’s, patterns in observations through the entire data collection phase (Savenye, Robinson, 2004). The form of the analysis is determined by the specific qualitative approach taken (field study, ethnography content analysis, oral history, biography, unobtrusive research) and how to scholarship Concord College the form of the data (field notes, documents, audiotape, videotape). An essential component of ensuring data integrity is the accurate and appropriate analysis of research findings. Improper statistical analyses distort scientific findings, mislead casual readers (Shepard, 2002), and teachers Queen Ethelburga’s College may negatively influence the public perception of research.

Integrity issues are just as relevant to analysis of non-statistical data as well. Considerations/issues in data analysis. Having the necessary skills to analyze Concurrently selecting data collection methods and appropriate analysis Drawing unbiased inference Inappropriate subgroup analysis Following acceptable norms for disciplines Determining statistical significance Lack of clearly defined and objective outcome measurements Providing honest and accurate analysis Manner of presenting data Environmental/contextual issues Data recording method Partitioning ‘text’ when analyzing qualitative data Training of staff conducting analyses Reliability and Validity Extent of analysis. Having necessary skills to analyze. How To Write A Good School. A common practice of investigators is to defer the selection of analytic procedure to a research team ‘statistician’. Ideally, investigators should have substantially more than a basic understanding of the teachers Ethelburga’s rationale for selecting one method of analysis over another. This can allow investigators to write Saint High, better supervise staff who conduct the data analyses process and make informed decisions. (1) the nature of the markedby Queen College variables used (i.e., quantitative, comparative, or qualitative), (2) assumptions about the population from which the scholarship Concord College data are drawn (i.e., random distribution, independence, sample size, etc.). If one uses unconventional norms, it is crucial to clearly state this is being done, and to show how this new and markedby Ethelburga’s College possibly unaccepted method of analysis is being used, as well as how it differs from other more traditional methods. For example, Schroder, Carey, and Vanable (2003) juxtapose their identification of new and powerful data analytic solutions developed to count data in the area of Concord College, HIV contraction risk with a discussion of the limitations of commonly applied methods. Kendall and Grove (1988) define clinical significance in terms of what happens when “ troubled and disordered clients are now, after treatment, not distinguishable from a meaningful and representative non-disturbed reference group”.

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The potential for compromising data integrity arises when researchers cannot consistently demonstrate stability, reproducibility, or accuracy of data analysis. According Gottschalk, (1995), the validity of a content analysis study refers to the correspondence of the categories (the classification that raters’ assigned to text content) to the conclusions, and the generalizability of Strathallan, results to a theory (did the categories support the study’s conclusion, and was the finding adequately robust to support or be applied to a selected theoretical rationale?). Markedby Teachers Ethelburga’s. Extent of analysis. Whether statistical or non-statistical methods of analyses are used, researchers should be aware of the potential for compromising data integrity. While statistical analysis is typically performed on my law Saint High quantitative data, there are numerous analytic procedures specifically designed for qualitative material including content, thematic, and ethnographic analysis. Regardless of whether one studies quantitative or qualitative phenomena, researchers use a variety of tools to analyze data in order to test hypotheses, discern patterns of behavior, and ultimately answer research questions. Markedby. Failure to understand or acknowledge data analysis issues presented can compromise data integrity. Gottschalk, L. A. Effective Thinking Chelsea Independent. (1995). Content analysis of verbal behavior: New findings and markedby Queen College clinical applications.

Hillside, NJ: Lawrence Erlbaum Associates, Inc. Jeans, M. Write. E. (1992). Clinical significance of teachers Ethelburga’s College, research: A growing concern. Canadian Journal of Nursing Research, 24, 1-4. Lefort, S. Essay Hillfield College. (1993).

The statistical versus clinical significance debate. Image, 25, 57-62. Kendall, P. C., Grove, W. (1988). Normative comparisons in therapy outcome. Behavioral Assessment, 10, 147-158.

Nowak, R. (1994). Problems in clinical trials go far beyond misconduct. Science. Markedby Queen. 264(5165): 1538-41. Resnik, D. (2000). Statistics, ethics, and research: an agenda for educations and reform. Accountability in Research. 8: 163-88. Critical Chelsea Independent College. Schroder, K.E., Carey, M.P., Venable, P.A. (2003).

Methodological challenges in research on sexual risk behavior: I. Item content, scaling, and data analytic options. Ann Behav Med, 26(2): 76-103. Shamoo, A.E., Resnik, B.R. (2003). Responsible Conduct of Research. Oxford University Press. Shamoo, A.E. Markedby Teachers Queen Ethelburga’s College. (1989). Principles of Research Data Audit. Gordon and Breach, New York. Shepard, R.J. (2002).

Ethics in exercise science research. Sports Med, 32 (3): 169-183. Silverman, S., Manson, M. (2003). Research on teaching in physical education doctoral dissertations: a detailed investigation of focus, method, and analysis. Journal of Teaching in Physical Education, 22(3): 280-297. Smeeton, N., Goda, D. (2003). Conducting and presenting social work research: some basic statistical considerations. Br J Soc Work, 33: 567-573. Thompson, B., Noferi, G. 2002.

Statistical, practical, clinical: How many types of significance should be considered in counseling research? Journal of Counseling Development, 80(4):64-71.

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He uses the markedby College, analogy of asking the question “is cereal milk a broth, sauce, or gravy?” to custom reviews of California,, show that making such a comparison between hot dogs and sandwiches is teachers Ethelburga’s, patently illogical. The above statement takes one step beyond merely being factually accurate to explain the relation between different parts of the passage (in this case, the how to School, relation between the what is cereal milk? analogy and markedby teachers Queen Ethelburga’s College the hot dog/sandwich debate). Of course, if you want to score well in all three essay areas, you’ll need to do more in critical thinking, your essay than merely summarizing the author’s argument. This leads directly into the next grading area of the SAT Essay. The items covered under this criterion are the most important when it comes to writing a strong essay. You can use well-spelled vocabulary in sentences with varied structure all you want, but if you don't analyze the author's argument, demonstrate critical thinking, and Ethelburga’s College support your position, you will not get a high Analysis score . The response offers little or no analysis or ineffective analysis of the source text and effective Independent College demonstrates little or no understanding of the analytic task. The response identifies without explanation some aspects of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the markedby Ethelburga’s, student’s choosing,

Or numerous aspects of the response’s analysis are unwarranted based on critical Independent College, the text. The response contains little or no support for claim(s) or point(s) made, or support is teachers Queen Ethelburga’s, largely irrelevant. The response may not focus on features of the text that are relevant to addressing the task, Or the response offers no discernible analysis (e.g., is largely or exclusively summary). The response offers limited analysis of the custom essay writing of California, Los Angeles, source text and demonstrates only partial understanding of the analytical task.

The response identifies and attempts to describe the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing, but merely asserts rather than explains their importance, or one or more aspects of the Queen Ethelburga’s College, response’s analysis are unwarranted based on how to write a good essay MacDuffie School, the text. The response contains little or no support for teachers Queen claim(s) or point(s) made. The response may lack a clear focus on essay, those features of the text that are most relevant to addressing the task. The response offers an effective analysis of the source text and teachers Ethelburga’s demonstrates an understanding of the write essays Concord College, analytical task. The response competently evaluates the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the markedby Ethelburga’s College, student’s own choosing. The response contains relevant and writing Leysin School sufficient support for claim(s) or point(s) made. The response focuses primarily on Queen Ethelburga’s, those features of the text that are most relevant to addressing the task.

The response offers an insightful analysis of the source text and demonstrates a sophisticated understanding of the analytical task. The response offers a thorough, well-considered evaluation of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing. The response contains relevant, sufficient, and strategically chosen support for claim(s) or point(s) made. The response focuses consistently on those features of the text that are most relevant to addressing the task. Because this category is so important, I've broken it down even further into its two different (but equally important) component parts to make sure everything is as clearly explained as possible. Critical thinking, also known as critical reasoning, also known as logic, is the skill that SAT essay graders are really looking to see displayed in the essay. You need to custom essay reviews University of California, Los Angeles, be able to evaluate and analyze the claim put forward in the prompt.

This is where a lot of students may get tripped up, because they think “oh, well, if I can just write a lot, then I’ll do well.” While there is some truth to markedby Queen Ethelburga’s College, the assertion that longer essays tend to score higher, if you don’t display critical thinking you won’t be able to get a top score on your essay. What do I mean by critical thinking? Let's take the previous prompt example: Write an custom writing reviews University, essay in which you explain how Hodgman builds an markedby Queen Ethelburga’s, argument to persuade his audience that the hot dog cannot, and never should be, considered a sandwich. An answer to this prompt that does not display critical thinking (and would fall into a 1 or 2 on the rubric) would be something like: The author argues that hot dogs aren’t sandwiches, which is persuasive to the reader. While this does evaluate the prompt (by providing a statement that the how to MacDuffie School, author's claim is persuasive to markedby Queen, the reader), there is no corresponding analysis. An answer to this prompt that displays critical thinking (and would net a higher score on the rubric) could be something like this: The author uses analogies to hammer home his point that hot dogs are not sandwiches.

Because the readers will readily believe the first part of the analogy is true, they will be more likely to accept that the second part (that hot dogs aren't sandwiches) is true as well. See the difference? Critical thinking involves reasoning your way through a situation (analysis) as well as making a judgement (evaluation) . On the SAT essay, however, you can’t just stop at abstract critical reasoning - analysis involves one more crucial step. Part II: Examples, Reasons, and Other Evidence (Support) The other piece of the puzzle (apparently this is a tiny puzzle) is making sure you are able to back up your point of view and critical thinking with concrete evidence . The SAT essay rubric says that the best (that is, 4-scoring) essay uses “ relevant, sufficient, and strategically chosen support for claim(s) or point(s) made. ” This means you can’t just stick to abstract reasoning like this: The author uses analogies to High School, hammer home his point that hot dogs are not sandwiches. Because the readers will readily believe the markedby teachers Ethelburga’s, first part of the analogy is true, they will be more likely to accept that the second part (that hot dogs aren't sandwiches) is true as well. That explanation is a good starting point, but if you don't back up your point of application essay MacDuffie School, view with quoted or paraphrased information from the text to support your discussion of the way the author builds his/her argument, you will not be able to get above a 3 on Queen College, the Analysis portion of the essay (and possibly the Reading portion as well, if you don't show you've read the passage). Let's take a look of an example of how you might support an interpretation of the author's effect on the reader using facts from the passage : The author’s reference to the Biblical story about King Solomon elevates the debate about hot dogs from a petty squabble between friends to write essay Saint High, a life-or-death disagreement. The reader cannot help but see the parallels between the two situations and thus find themselves agreeing with the author on this point. Does the author's reference to King Solomon actually elevate the debate, causing the reader to markedby teachers Queen Ethelburga’s College, agree with the write essays College, author?

From the sentences above, it certainly seems plausible that it might. Teachers Ethelburga’s College. While your facts do need to be correct, you get a little more leeway with your interpretations of how the how to write application School, author’s persuasive techniques might affect the audience. As long as you can make a convincing argument for the effect a technique the author uses might have on the reader, you’ll be good. Say whaaat?! #tbt by tradlands, used under CC BY 2.0/Cropped and color-adjusted from original. Did I just blow your mind? Read more about the secrets the markedby Ethelburga’s College, SAT doesn’t want you to know in this article. Your Writing score on the SAT essay is not just a reflection of your grasp of the conventions of written English (although it is that as well). Writing Reviews Of California,. You'll also need to teachers College, be focused, organized, and how to application essay precise. The response demonstrates little or no cohesion and inadequate skill in the use and control of language. The response may lack a clear central claim or controlling idea. The response lacks a recognizable introduction and conclusion.

The response does not have a discernible progression of teachers Queen Ethelburga’s College, ideas. The response lacks variety in sentence structures; sentence structures may be repetitive. The response demonstrates general and vague word choice; word choice may be poor or inaccurate. The response may lack a formal style and objective tone. The response shows a weak control of the conventions of write my law essay Anthony’s High School, standard written English and may contain numerous errors that undermine the quality of writing. The response demonstrates little or no cohesion and limited skill in the use and control of language. The response may lack a clear central claim or controlling idea or may deviate from the claim or idea over the course of the response. The response may include an ineffective introduction and/or conclusion. The response may demonstrate some progression of markedby Queen Ethelburga’s, ideas within paragraphs but not throughout the Leysin American School, response. The response has limited variety in markedby teachers Ethelburga’s, sentence structures; sentence structures may be repetitive. The response demonstrates general or vague word choice; word choice may be repetitive.

The response may deviate noticeably from a formal style and objective tone. The response shows a limited control of the conventions of standard written English and contains errors that detract from the quality of writing and may impede understanding. The response is mostly cohesive and demonstrates effective use and control of essays Concord, language. The response includes a central claim or implicit controlling idea. The response includes an markedby teachers Queen Ethelburga’s College, effective introduction and custom reviews University of California, (UCLA) conclusion. The response demonstrates a clear progression of ideas both within paragraphs and throughout the essay.

The response has variety in Queen College, sentence structures. The response demonstrates some precise word choice. The response maintains a formal style and objective tone. The response shows a good control of the conventions of standard written English and write Concord is free of significant errors that detract from the quality of writing. The response is cohesive and demonstrates a highly effective use and markedby teachers Queen Ethelburga’s command of language. The response includes a precise central claim. The response includes a skillful introduction and my law essay Anthony’s High School conclusion. The response demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay.

The response has a wide variety in sentence structures. Ethelburga’s. The response demonstrates a consistent use of precise word choice. Writing University Of California, Los Angeles (UCLA). The response maintains a formal style and Queen Ethelburga’s College objective tone. The response shows a strong command of the conventions of standard written English and is free or virtually free of write Concord, errors. Because there's a lot of markedby teachers College, different factors that go into calculating your Writing score, I've divided the discussion of this rubric area into five separate items: One of the most basic rules of the SAT essay is that you need to effective thinking, express a clear opinion on the assignment (the prompt) . Markedby. While in school (and everywhere else in life, pretty much) you’re encouraged to my law essay Anthony’s High, take into account all sides of Ethelburga’s, a topic, it behooves you to NOT do this on the SAT essay. Thinking College. Why? Because you only have 50 minutes to read the teachers Queen Ethelburga’s College, passage, analyze the author's argument, and write scholarship essays Concord write the markedby Ethelburga’s College, essay, there's no way you can discuss every single way in which the reviews University (UCLA), author builds his/her argument, every single detail of the markedby Ethelburga’s, passage, or a nuanced argument about what works and what doesn't work. Instead, I recommend focusing your discussion on write essay Anthony’s School, a few key ways the teachers Ethelburga’s, author is successful in persuading his/her audience of write my law Anthony’s High School, his/her claim.

Let’s go back to the assignment we've been using as an example throughout this article: Write an teachers, essay in which you explain how Hodgman builds an argument to persuade his audience that the hot dog cannot, and never should be, considered a sandwich. Your instinct (trained from many years of persuade Hillfield Strathallan, schooling) might be to markedby College, answer: There are a variety of ways in which the author builds his argument. This is a nice, vague statement that leaves you a lot of wiggle room. If you disagree with the author, it's also a way of avoiding having to say that the author is persuasive. Don't fall into this trap! You do not necessarily have to agree with the author's claim in order to of essay writing American School, analyze how the author persuades his/her readers that the Queen, claim is true. Here's an write application essay, example of a precise central claim about the example assignment: The author effectively builds his argument that hot dogs are not sandwiches by using logic, allusions to history and mythology, and factual evidence.

In contrast to the vague claim that There are a variety of ways in which the author builds his argument, this thesis both specifies what the author's argument is and the ways in which he builds the argument (that you'll be discussing in the essay). While it's extremely important to markedby Queen College, make sure your essay has a clear point of persuade Hillfield Strathallan College, view, strong critical reasoning, and support for your position, that's not enough to get you a top score. You need to teachers Ethelburga’s College, make sure that your essay demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay. What does this mean? Part of the way you can make sure your essay is well organized has to do with following standard essay construction points. Don't write your essay in one huge paragraph; instead, include an introduction (with your thesis stating your point of view), body paragraphs (one for each example, usually), and a conclusion. This structure might seem boring, but it really works to keep your essay organized, and the more clearly organized your essay is, the reviews of California, (UCLA), easier it will be for the essay grader to understand your critical reasoning. The second part of this criteria has to teachers Queen College, do with keeping your essay focused, making sure it contains a deliberate and highly effective progression of a good, ideas. You can't just say well, I have an markedby teachers, introduction, body paragraphs, and a conclusion, so I guess my essay is organized and expect to get a 4/4 on your essay. You need to write scholarship Concord College, make sure that each paragraph is teachers Queen College, also organized . Recall the sample prompt: “Write an essay in which you explain how Hodgman builds an argument to persuade his audience that the hot dog cannot, and never should be, considered a sandwich.” And our hypothetical thesis:

The author effectively builds his argument that hot dogs are not sandwiches by using logic, allusions to history and effective critical thinking Chelsea College mythology, and factual evidence. Let's say that you're writing the Queen Ethelburga’s, paragraph about the author's use of logic to persuade his reader that hot dogs aren't sandwiches. You should NOT just list ways that the author is logical in support of his claim, then explain why logic in general is an how to write scholarship, effective persuasive device. While your points might all be valid, your essay would be better served by connecting each instance of logic in the passage with an explanation of how that example of logic persuades the reader to agree with the author. Above all, it is imperative that you make your thesis (your central claim) clear in the opening paragraph of your essay - this helps the grader keep track of your argument.

There's no reason you’d want to make following your reasoning more difficult for teachers Queen the person grading your essay (unless you’re cranky and don’t want to do well on the essay. Listen, I don’t want to tell you how to live your life). In your essay, you should use a wide array of vocabulary (and use it correctly). An essay that scores a 4 in effective thinking Chelsea, Writing on the grading rubric “demonstrates a consistent use of precise word choice.” You’re allowed a few errors, even on teachers Ethelburga’s, a 4-scoring essay, so you can sometimes get away with misusing a word or two. In general, though, it’s best to stick to using words you are certain you not only know the meaning of, but also know how to use. If you’ve been studying up on vocab, make sure you practice using the words you’ve learned in custom essay writing University of California, Los Angeles (UCLA), sentences, and have those sentences checked by someone who is markedby teachers Ethelburga’s, good at writing (in English), before you use those words in an SAT essay. Creating elegant, non-awkward sentences is the application essay School, thing I struggle most with under time pressure.

For instance, here’s my first try at the previous sentence: “Making sure a sentence structure makes sense is the thing that I have the most problems with when I’m writing in a short amount of time” (hahaha NOPE - way too convoluted and wordy, self). Queen Ethelburga’s. As another example, take a look at Concord these two excerpts from the hypothetical essay discussing how the author persuaded his readers that a hot dog is not a sandwich: Score of 2: The author makes his point by markedby teachers College critiquing the argument against him. Of Essay Writing American. The author pointed out the logical fallacy of Queen College, saying a hot dog was a sandwich because it was meat sandwiched between two breads. The author thus persuades the reader his point makes sense to be agreed with and write Saint High School convinces them. The above sentences lack variety in structure (they all begin with the words the author), and the last sentence has serious flaws in its structure (it makes no sense). Score of 4: The author's rigorous examination of his opponent's position invites the reader, too, to consider this issue seriously.

By laying out his reasoning, step by step, Hodgman makes it easy for the reader to follow along with his train of thought and arrive at the same destination that he has. This destination is markedby teachers College, Hodgman's claim that a hot dog is not a sandwich. The above sentences demonstrate variety in sentence structure (they don't all begin with the same word and don't have the same underlying structure) that presumably forward the point of the how to essay, essay. In general, if you're doing well in all the markedby teachers Queen, other Writing areas, your sentence structures will also naturally vary. Saint Anthony’s School. If you're really worried that your sentences are not varied enough, however, my advice for working on demonstrating meaningful variety in sentence structure (without ending up with terribly worded sentences) is College, twofold:

Read over what you’ve written before you hand it in and change any wordings that seem awkward, clunky, or just plain incorrect. As you’re doing practice essays, have a friend, family member, or teacher who is good at (English) writing look over your essays and point out any issues that arise. This part of the Writing grade is all about the nitty gritty details of writing: grammar, punctuation, and spelling . It's rare that an how to a good application, essay with serious flaws in this area can score a 4/4 in Reading, Analysis, or Writing, because such persistent errors often interfere with meaning (that is, persistent errors make it difficult for the grader to understand what you're trying to get across). On the other hand, if they occur in small quantities, grammar/punctuation/spelling errors are also the things that are most likely to be overlooked. If two essays are otherwise of markedby Queen College, equal quality, but one writer misspells definitely as definately and the other writer fails to explain how one of her examples supports her thesis, the first writer will receive a higher essay score. It's only effective critical thinking College, when poor grammar, use of punctuation, and spelling start to make it difficult to understand your essay that the graders start penalizing you. My advice for markedby Queen Ethelburga’s College working on effective thinking, this rubric area is the same advice as for sentence structure: look over what you’ve written to double check for mistakes, and ask someone who’s good at writing to look over your practice essays and point out your errors. If you're really struggling with spelling, simply typing up your (handwritten) essay into a program like Microsoft Word and running spellcheck can alert you to problems. We've also got a great set of articles up on markedby Queen Ethelburga’s College, our blog about write scholarship SAT Writing questions that may help you better understand any grammatical errors you are making.

How Do I Use The SAT Essay Grading Rubric? Now that you understand the SAT essay rubric, how can you use it in your SAT prep? There are a couple of different ways. Use The SAT Essay Rubric To. Shape Your Essays.

Since you know what the SAT is looking for in an essay, you can now use that knowledge to guide what you write about in your essays! A tale from my youth: when I was preparing to Queen, take the SAT for the first time, I did not really know what the essay Hillfield Strathallan, essay was looking for, and markedby teachers Ethelburga’s College assumed that since I was a good writer, I’d be fine. Not true! The most important part of the SAT essay is using specific examples from the passage and thinking Chelsea College explaining how they convince the reader of the teachers Queen Ethelburga’s College, author's point. By reading this article and realizing there's more to the essay than being a strong writer, you’re already doing better than high school me. Change the object in that girl’s left hand from a mirror to a textbook and you have a pretty good sketch of what my junior year of high school looked like. Use The SAT Essay Rubric To. Grade Your Practice Essays.

The SAT can’t exactly give you an answer key to the essay. Even when an example of an essay that scored a particular score is School, provided, that essay will probably use different examples than you did, make different arguments, maybe even argue different interpretations of the text. making it difficult to compare the markedby Ethelburga’s College, two. University Los Angeles (UCLA). The SAT essay rubric is the next best thing to markedby Queen Ethelburga’s College, an answer key for the essay - use it as a lens through which to Saint Anthony’s High, view and markedby teachers College assess your essay. Of course, you don’t have the time to become an expert SAT essay grader - that’s not your job. (UCLA). You just have to apply the rubric as best as you can to your essays and work on fixing your weak areas . For the sentence structure, grammar, usage, and mechanics stuff I highly recommend asking a friend, teacher, or family member who is really good at (English) writing to take a look over your practice essays and point out the mistakes. If you really want custom feedback on your practice essays from teachers Ethelburga’s experienced essay graders, may I also suggest the PrepScholar test prep platform? I manage the essay grading and so happen to Hillfield Strathallan College, know quite a bit about the essay part of markedby College, this platform, which gives you both an essay grade and custom feedback for each essay you complete. Learn more about write application essay MacDuffie how it all works here.

Are you so excited by this article that you want to markedby teachers Queen, read even more articles on the SAT essay? Of course you are. Don't worry, I’ve got you covered. Learn how to write an how to write scholarship Concord, SAT essay step-by-step and read about the 6 types of SAT essay prompts. Still not satisfied?

Maybe a five-day free trial of our very own PrepScholar test prep platform (which includes essay practice and feedback) is just what you need. Trying to figure out whether the old or new SAT essay is better for you? Take a look at our article on the new SAT essay assignment to markedby Queen, find out! Want to improve your SAT score by 160 points? Check out essay Hillfield College, our best-in-class online SAT prep program. Teachers Queen Ethelburga’s College. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to thinking Independent, your strengths and weaknesses. If you liked this Essay lesson, you'll love our program. Teachers College. Along with more detailed lessons, you'll get thousands of Saint Anthony’s High, practice problems organized by individual skills so you learn most effectively. Teachers Queen Ethelburga’s. We'll also give you a step-by-step program to follow so you'll never be confused about essay Hillfield what to study next. Check out markedby teachers Queen, our 5-day free trial:

Have friends who also need help with test prep? Share this article! Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the Longy School of custom essay writing University (UCLA), Music of Bard College. Queen Ethelburga’s College. She scored 99 percentile scores on essays, the SAT and GRE and loves advising students on how to excel in high school. You should definitely follow us on social media.

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