Saturday, May 23, 2020

Everyday Use Family Comparison Essay - 1050 Words

Family Comparison Most families have amazing memories, but everyone has problems and obstacles they have to overcome. Regardless of Age, race, religion, faiths and beliefs, these predicaments can cause a relationship to become stronger or a flounder. In Alice Walker’s â€Å"Everyday Use† a family struggles to maintain a healthy relationship. In the Story, Mama tells us how the disengagement affects the family and their home. The family in â€Å"Everyday Use† shares several differences and similarities with my family concerning the loss of home ,sibling jealousy also hard working parents. One of the first correlations my family shares with the family in â€Å"Everyday use† associates with loss of home. For example, It has been ten to twelve years†¦show more content†¦Dee would read to Maggie and Mama with petty. Mama thinks that when Dee gets home she is going to want to tear the house down. Maggie tried to make a dash towards the house when dee arrives home but Mama suddenly pulls her back. This part in the story relates to me so much because my half-sister Kiarra use to live with me in Michigan. When my family moved to South Carolina she did not come with us. She always lived at her mom’s but she came to us every week or weekend depending on the date. We were basically best friends before we moved. Another akin my family shares with the family in â€Å"Everyday use† collaborates with sibling jealousy. For instance, Dee is lighter than Maggie, with voluminous hair and a fuller figure. Dee is also an adult while Maggie is still young. Maggie feels like Dee never obtain the word no. Mama use to think Dee hated Maggie before they raised money to send Dee to Augusta to school. Dee would read to mama and Maggie with such petty; lies, words and habits. Withal Dee always got nice material. Maggie was afraid to look at a white man in his eyes, but Dee can stare down any disaster. Sibling jealousy also occurs in my fa mily too. If I educe something from someone, then everyone in the whole house must capture it. They think it’s arbitrary, so they will badger anybody just to procure it too. It feels like we must eat and breath the same stuff. Dee came out with two quilts. The quilts have been pieced together byShow MoreRelatedComparisson of Mother Tounge and Everyday Use1417 Words   |  6 PagesEdgar Hernandez Professor Ali ENC 1102 March 20, 2014 Amy Tans, â€Å"Mother Tongue† and Alice Walkers â€Å"Everyday Use† both share similar traits in their writings of these two short stories. â€Å"Mother Tongue† revolves around the experiences Tan and her mother had due to her mothers English speaking limitations, she also revolves her story around the relationship of a mother and daughter. Alice walker on the other hand writes a story narrated by â€Å"Mama† the mother of two daughters Maggie and Dee andRead MoreThe Simpsons: an Imperfect Ideal Family1083 Words   |  5 PagesAn Imperfect Ideal Family The essay The Simpsons: An Imperfect Ideal Family was a paper written by Eliezer Van Allen explaining how the popular T.V show The Simpsons was not so unrealistic and impractical as many Americans had thought it to be. In fact, The Simpsons was, more or less, a â€Å"â€Å"cracked-mirror version† of our own imperfect but lovable selves† just in a cartoon, sitcom type form. This essay talks about how The Simpsons family often reflects the way many current families live and how, althoughRead MoreDo Students Lose More Than They Gain On Online Writing Classes?897 Words   |  4 PagesResponse Essay Do students lose more than they gain in online writing classes? A lot of questions need to be answered about how effective is education online. I personally believe that online writing classes provide individuals with a position to educate themselves amongst their everyday means. Over obstacle that many of these students may have, a gateway to their dreams of a higher education comes from opportunities. These opportunities may at time fall short, come with difficulties, time challengeRead MoreEveryday Life1085 Words   |  5 PagesEveryday life can be a difficult and amorphous concept to grapple with. This essay will consider the various aspects of Scotts definition of what Everyday life is and to what extent I agree with it. In its most simplistic and stripped down form, Scotts suggests that its a study of people doing little things in local places or more succinctly the wider picture (Scott, 2009, p1). Everyday life can also be viewed as a person seeking solace in the familiarity of repetitive and rhythmic routinesRead MoreHow Language Can Create Different Types Of Meaning980 Words   |  4 PagesContext: Introduction This interpretation essay looks to present knowledge of how language â€Å"functions to create different types of meaning† (Derewianka, 2011), through analyzing and interpreting language, in accordance to Systematic Functional Linguistics (Derewianka, 2011, p.3). Text one called Ocelot, is an information report as it follows the structure of giving a general statement about the subject and expanding with a description. The genre of text two, is a narrative recount displaying theRead MoreEssay on Alice Walkers Everyday Use1658 Words   |  7 PagesAlice Walkers Everyday Use In the short story â€Å"Everyday Use† by Alice Walker, the author portrays opposing ideas about one’s heritage. Through the eyes of two daughters, Dee and Maggie, who have chosen to live their lives in very different manners, the reader can choose which character to identify most with by judging what is really important in one’s life. In Dee’s case, she goes out to make all that can of herself while leaving her past behind, in comparison to Maggie, who stays back withRead MoreThe Media s Influence On Society933 Words   |  4 Pages In today’s society, people believe everything that they see on the media. From the celebrity life to family time, every aspect is soaked up into normal everyday life and taken as the truth. Alex Williams, author of Quality Time, Redefined says that the way people use technology today can affect quality time within family and friends on a daily basis. In theory, media takes the view of family time and shows it only in one way; which, is ironic because media also destroys peoples view on sex. JeanRead MoreThe Inequality Of People Based Off Of Race1369 Words   |  6 Pagestime till now, cultural practices have formed these boundaries. There has always been a separation of males and females and the way they are raised and taught even to what occupations they take on. Boys are thought to be strong, be the man of the family and girls are thought to act like a woman, give a man whatever he wants. Over time these became a set of gender boundaries. I believe that this behavior and way of thinking can over time have a huge negative impact on the way we as a society is upbringingRead MoreLanguage and Literacy1566 Words   |  7 PagesEDKL102- Assessment Task 1 Essay- What is Language? What is Literacy? How are they different? Teachers must have a sound knowledge and appreciation for language and literacy to be able to make the two concepts a valuable part of a students curriculum. This essay will explore the importance of language and literature in a students learning and how they assist in enhancing their development. Most importantly the similarities and differences will be distinguished so that the relationship betweenRead MoreRhetorical Analysis1700 Words   |  7 PagesThe Squint and the Wail Rhetorical Analysis â€Å"The Squint and the Wail† is an essay by Michael Hsu. Hsu, a Taiwanese American author and editor, wrote this essay in order to express his views on the negative connotations that occur with some of the racially charged objects present in society. More specifically, the essay deals with the stereotypical nature of The Chin Family. The Chin Family is the name of Stefano Giovannoni’s tabletop collection, which includes salt and pepper shakers that have

Tuesday, May 12, 2020

Ludwig van Beethovens interest in music - Free Essay Example

Sample details Pages: 3 Words: 842 Downloads: 7 Date added: 2019/07/30 Category People Essay Level High school Tags: Ludwig van Beethoven Essay Did you like this example? Ludwig van Beethoven took associate interest in music at a pretty early age. On March twenty-sixth, 1778, at the age of seven and a 0.5 Beethoven gave his 1st public performance at Cologne. The musical and teaching abilities educated to Ludwig from his father were terribly restricted. Don’t waste time! Our writers will create an original "Ludwig van Beethovens interest in music" essay for you Create order before long Ludwig learned music, primarily the organ and by well-known musicians like Gottlob Neefe. Neefe recognized however wonderful Beethoven’s skills were, and not solely did Neefe teach him music, however, he created the positive Beethoven knew regarding the works of a thinker, and ancient and fashionable, famous to Beethoven yet. In 1782, before he turned twelve, Ludwig revealed his 1st piece of music, that was ‘’9 Variations in C minor for piano’’ on a march by Earnst Christoph Dressler. the subsequent year in 1783, Neefe write a piece within the â€Å"Magazine of Music† were he wrote regarding his gifted student Ludwig composer wherever the same, â€Å"If he continues like this, therell be little question that he is going to be the following Mozart†.In Gregorian calendar month 1784, on Neefe’s `recommendations, Ludwig composer was appointed instrumentalist of the court of Maximilian Franz, the Elector of Cologne. Beetho ven was fourteen years recent. This let him be in frequent new social circles, aside from his father and family. Prince Maximillian Franz was conjointly tuned in to Beethovens music then he sent Beethoven to Vienna, in 1787, to fulfill Mozart and any his musical education. Vienna was, after all, the capital town in terms of culture and music. A letter referred to as Beethoven back to the metropolis, his mother was dying. the sole person in his family with whom he had developed a robust and smitten relationship with, died on July seventeenth, 1787. 5 years later, in 1792, Ludwig composer went back to Vienna, cashing in on another grant, for 2 years, by the aristocrat Elector, once more to pursue his musical education. He neer went back to the city of his birth. At Vienna, the young musician took lessons with Haydyn, then with Albrechtsberger and Salieri. He captured the eye of and surprised Vienna along with his science and his improvisations on piano. In 1794, Beethoven composed piece one, the â€Å"Trios for Piano†. the subsequent year, Ludwig composer created his 1st public performance at Vienna (an â€Å"Academy†). Where every musician contend his own work. Then followed a tour: Prague, Dresden, Leipzig, and Berlin, before going for a concert in national capital. Beethoven created varied acquaintances at Vienna. everyone within the musical and gentle world loved the young musician. These music-lovers were Beethoven’s greatest supporters. He became angry frequently with one or another of them, usually creating honorable amends before long later. His talent exempt his excessive, impulsive behavior. In 1800, Beethoven organized a replacement concert in Vienna as well as, notably, the presentation of his 1st symphony. though these days we discover this work classical, and shut to the works of Mozart and Haydn, at the time sure listeners found the symphony strange, excessively extravagant, and even risquà ©Ã¢â‚¬â„¢. This genius, Beethoven, WHO was still a young, new musician, was already pushing the established boundaries of music. Sadly, in 1801 Beethoven confessed to his friends at metropolis that he was afraid he was slowly going deaf. At Heiligenstadt in 1802 he wrote a notable text expressing his disgust at the unfairness of life: that he, a musician, may become deaf was one thing he failed to need to measure through. However, music created him continue and he wrote that he knew that he still had several different musical domains to explore, discover, and to die. Beethoven wrote his third symphony in honor of an excellent man, Bonaparte. He was seen because the helper of the folks, gap a door to hope throughout the revolution. once the primary diplomatist declared himself Emperor, Beethoven became angry and scowled out Bonaparte’s name from the score. On Apr seventh, 1805, the Eroica symphony was contend for the primary time. Meanwhile Beethoven had finally finished his opera, Leonore, the sole opera he ever wrote. He wrote and rewrote four completely different overtures. The name of the opera, therefore, modified to Fidelio, against the needs of the musician. Nov twentieth, 1805 was the date of the gap performance before atiny low audience of French officers. This was as a result of Napoleon, head of the military, had captured Vienna for the primary time. This happened once more in 1809. Beethoven has performed more performances. In 1826, Beethoven caught a chilly coming from his brother’s place, with whom he had argued once mo re. The malady difficult different health issues that Beethoven had suffered from all his life. He died encircled by his nighest friends on March twenty sixth, 1827, even as a storm bust out. The ceremonial rites passed at the church of the Holy Trinity. its calculable that between ten,000 and 30,000 folks attended. Franz Peter Schubert, timid and an enormous admirer of Beethoven, while not ever having become near him, was one in all the coffin bearers, together with different musicians. Franz Schubert sadly passed away the following year were he was then buried next to Beethoven.

Wednesday, May 6, 2020

Name Professor Subject Date Behavioral Genetics and Human Personality Free Essays

People do possess certain behaviors that make us unique from one another. People do vary in their behavior or the way we think, feel and act. The complexity of human behavior and understanding its nature has been the main interests of those studying behavioral genetics. We will write a custom essay sample on Name Professor Subject Date Behavioral Genetics and Human Personality or any similar topic only for you Order Now We all know that if we inherit our physical attributes with our parents we also inherit their behavior which we call genotypes. We are also aware of the role of the society, culture or the environment in shaping one’s behavior. Which of the two then exerts the greatest influence in our life? In order to identify which really molds human behavior a family studies, adoption studies and twin studies where conducted. In these three settings the siblings are compared with their shared and non-shared experiences. The environment provides the child with care, education and other experiences. People differ in many ways in terms of intelligence, mental states, social ability, self-concept or self-esteem, attitudes, beliefs and preferences. Genetics versus environment can also be called nature versus nurture in shaping behavior. The debate between the two tries to challenge the fact that genotypes or the nature of a person’s behavior can be altered by the environment or the inherited traits will remain the same and control the person no matter how strong the influence of the environment. Suicidal tendencies and anti-social behavior for example are studied if it is inherited or purely environmental. In my own opinion the behavior could depend upon the individual’s personal adjustment or resistance to the environment that can create a difference in our behavior. Work Cited Haimowitz, Avi. Heredity versus Environment: Twin, Adoption and Family Studies. November 2005. Rochester Institute of Technology: Great Ideas in Personality 4 June 2009 http://www. personalityresearch. org/ How to cite Name Professor Subject Date Behavioral Genetics and Human Personality, Papers

Friday, May 1, 2020

Affirmative Action Solution Or Confusion Essay Example For Students

Affirmative Action: Solution Or Confusion? Essay Affirmative Action: Solution or Confusion?Affirmative action is a plan designed to end discrimination by guaranteeingminorities will be hired, regardless of race or gender. While our country hiressuch groups based upon these guarantees, the qualifications of such people areoccasionally overlooked. Many believe that affirmative action is a veryeffective plan; however, the population which opposes such action frequentlyincludes people of various minorities, as well as many others who have beenwronged by this plan In several cases, this plan causes minorities to beperceived as being under-qualified when hired; in addition, it also causes a newminority, the white male. Our government must acknowledge the fact thataffirmative action is not putting an end to discrimination; in all actuality,this plan has succeeded in creating new minorities, and more reasons fordiscrimination. Affirmative action frequently causes qualified employees to belooked down upon because some believe them to be aff irmative action hires. Two of my female relatives are currently on the police force; as a result, Ihave encountered many discriminatory comments pertaining to their positions. The first remark I usually receive suggests that they were hired for theirposition solely based on gender. Another comment which I usually receive is,Well, being a woman probably didnt hurt their resume. Both of my relativesare very good at their jobs; one was even on the popular television show, Cops. Neither of them are wimps, yet most males look down upon them as being hiredbecause of affirmative action. This type of criticism is received by manyminorities holding good jobs, whether they are qualified or not. To quoteWilliam Reynolds, assistant attorney general in the civil rights division:In many cases, affirmative action takes away from legitimateminority success. People look at the black bankerdowntown who has made it on his own and say, He got hisjob because of affirmative action. Or, an employer hires afew talented minority people who would have succeededanyway and says, Those are my affirmative-action hires.(26)In this particular case, affirmative action may, or may not, have been thereason for hiring, yet that is what most perceive. People of any race or gendershould be able to hold a job where their colleagues respect them as equals, notas affirmative-action hires. My cousin, Christine, has also added to my knowledge on how well affirmativeaction works at the hospital where she works. One of the administratorshappened to be a black malewho was very qualified for his positionyet mostof the staff accused him of being promoted because of his race. This affectedhis morality to such an extent that he resigned shortly after his promotion. Another black femalewho was hired because of her race and genderis notqualified for her position, yet is esteemed by her colleagues for heraccomplishments. It seems that minorities are accepted to a certain extent,until they become someones boss. It is also a scary situation when a personhas an under-qualified surgeon performing surgery on them because of affirmativeaction. Affirmative action insists that the employer must avoid the kind ofunnecessary escalation of criteria for selection and promotion which hassometimes been used to keep certain classes of people from entering themainstream of our economic life (Berry 19). This aspect of the plan createsmore openings for minorities; however, it also suggests that the standardsshould be maintained at a low to guarantee these openings. In my opinion, ifthe standards for any position are raised, the productivity and accuracy of thecountry will rise accordingly. When the policy of affirmative action is toalmost lower the standards of our society, this sacrifices quality for the sakeof equality. Roy Wilkins, a former Executive Director of the NAACP, stated tothe congress:Our association has never been in favor of a quota system. .ue2c99cccd9af9d205d48488b1dda4a01 , .ue2c99cccd9af9d205d48488b1dda4a01 .postImageUrl , .ue2c99cccd9af9d205d48488b1dda4a01 .centered-text-area { min-height: 80px; position: relative; } .ue2c99cccd9af9d205d48488b1dda4a01 , .ue2c99cccd9af9d205d48488b1dda4a01:hover , .ue2c99cccd9af9d205d48488b1dda4a01:visited , .ue2c99cccd9af9d205d48488b1dda4a01:active { border:0!important; } .ue2c99cccd9af9d205d48488b1dda4a01 .clearfix:after { content: ""; display: table; clear: both; } .ue2c99cccd9af9d205d48488b1dda4a01 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue2c99cccd9af9d205d48488b1dda4a01:active , .ue2c99cccd9af9d205d48488b1dda4a01:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue2c99cccd9af9d205d48488b1dda4a01 .centered-text-area { width: 100%; position: relative ; } .ue2c99cccd9af9d205d48488b1dda4a01 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue2c99cccd9af9d205d48488b1dda4a01 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue2c99cccd9af9d205d48488b1dda4a01 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(; position: absolute; right: 0; top: 0; } .ue2c99cccd9af9d205d48488b1dda4a01:hover .ctaButton { background-color: #34495E!important; } .ue2c99cccd9af9d205d48488b1dda4a01 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue2c99cccd9af9d205d48488b1dda4a01 .ue2c99cccd9af9d205d48488b1dda4a01-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue2c99cccd9af9d205d48488b1dda4a01:after { content: ""; display: block; clear: both; } READ: Th Rabbits EssayWe believe the quota system is unfair whether it is used foror against blacksWe feel people ought to be hired becauseof their ability, irrespective of their colorWe wantequality, equality of opportunity and employment on thebasis of ability. (qtd. in Reynolds 26)If the people which affirmative action was made for are against most of itsprinciplesand the white male loses jobs because of itwhy is the majority sosupportive of this plan?One of the most powerful arguments for affirmative action is based upon claimsfrom minorities who believe that they deserve a certain amount of compensationbecause of the past discrimination which they have received. Diana Axels on,chairperson of the Department of Philosophy of Spelman College, states this inher essay, Affirmative Action Compensates for Past Discrimination, by claiming,The first form of compensation which seems appropriate is compensationsforinjuries they themselves have received as a result of individualized orinstitutionalized racism and sexism (33). In my opinion, the blame of pastwrongs should not be put upon the employer, nor should something which happenedin the past be a factor in hiring practices. To quote Michael Levin, professorof philosophy:Other past wrongs have left their traces-acts of theft,despoliation, fraud, anti-Semitism-yet society has noorganized policy of rectifying those wrongs. It surely seemsthat if the consequences of one kind of wrong should not beallowed to unfold, neither should those of any other. (40)Although society may sympathize with past wrongs, it is not any employersobligation to compensate these people; further, it would be a great injustice tosocietys majority to ignore them in order to accomplish this. Affirmative action is a successful plan in theory, but hiring a certainpercentage of minoritiesqualified or unqualifiedhas turned into a largerproblem than what already existed. In all actuality, the hiring requirements ofaffirmative action have caused the white male to become a minority because theycannot be hired unless the required percentage of minorities are alreadyemployed. A more effective method of hiring fairly, without discrimination, maybe a faceless and nameless interview. If perspective employees could send intheir resumes, be assigned a number, fill out a written interview, and be hiredentirely based on their qualifications, this would solve many of the problems. Using this method to hire and promote would guarantee the most qualified peoplewould be hired, and there could be no accusations of choosing a person solely ontheir race or gender. We live in a country where a certain percent of the workforce is hired based entirely on their race or gender, not their qualifications. It is quite obvious that affirmative action does not fulfill the intendedpurpose; contrary to its objective, this plan has only created morediscrimination than could ever be imagined.

Saturday, March 21, 2020

Draw More Traffic to Your Website - The Writers For Hire

DRAW MORE TRAFFIC TO YOUR WEBSITE Question: How do I draw more traffic to my website? Answer: Write and publish articles online. Not only will pull more traffic to your website, but you gain credibility by establishing yourself as an expert in your field. For example, if you are trying to attract people to a website promoting your Kickboxing Academy, then you would write articles like How to Throw a Punch, 10 Reasons to Try Kickboxing, Self Defense Techniques, and so on. Anything and everything having to do with Kickboxing is fair game – even How to Start Your Own Kickboxing Academy. Since you are the expert, assert yourself as such so that your readers know your website is the real deal. Question: What do I do with the articles after they are written? Answer: There are tons of free, online article posting sites where you can submit your articles, and webmasters can use them as content for other sites. Some article posting sites include,, and These are just a few, but a simple Google search will give you lots more. Question: What happens to my articles after they are posted? Answer: Webmasters can use your articles for their sites as long as they don’t change any of your content, and they give a link back to your website. While they get free content, you get to keep your copyright on the material, tell a bit of information about yourself and your site at the bottom of the article, and get a link back to your website. The more sites that pick up your article, the bigger the boost you will see in traffic to your website.

Thursday, March 5, 2020

How to Get 36 on ACT English 10 Strategies From a Perfect Scorer

How to Get 36 on ACT English 10 Strategies From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 26–34 range on ACT English? Do you want to raise that score as high as possible- to a perfect 36? Getting to a 36 ACT English score isn't easy. It'll require near perfection and mastery of both grammar rules and rhetorical skills. But with hard work and my ACT English strategies below, you'll be able to do it. I've consistently scored 36 on English on my real ACTs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 26 on ACT English or above. If you're below this range, my "How to Improve your ACT English Score to a 26" article is more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 26. Overview Most guides on the internet on how to get a 36 on ACT English are of pretty bad quality. They're often written by people who never scored a 36 themselves. You can tell because their advice is usually vague and not very pragmatic. In contrast, I've written what I believe to be the best guide on getting a 36 available anywhere. I have confidence that these strategies work because I used them myself to score a perfect ACT English score consistently. They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring a 36 is a good idea and what it takes to score a 36. Then I'll go into the 10 critical ACT English strategies you need to get a perfect ACT English score. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why a 36 English score is useful, since this will fuel your motivation to get a high score. In this guide, I'm going to talk about doing well on ACT English, rather than about raising your combined English/Language Arts score. The reason is that schools typically care much more about your ACT composite score rather than your subscores and ELA score. However, I'll still touch upon how to raise your essay score at the end. Final note: In this guide, I talk mainly about getting to a 36. But if your goal is a 34, these strategies still equally apply. Understand the Stakes: Why a 36 ACT English? Let's make something clear: for all intents and purposes, a 34 on an ACT is equivalent to a perfect 36. No top college is going to give you more credit for a 36 than a 34. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 34, don't waste your time studying trying to get a 36. You're already set for the top colleges, and it's time to work on the rest of your application. But if you're scoring a 33 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 34 or above. There's a big difference between a 32 and a 34, largely because it's easy to get a 32 (and a lot more applicants do) and a lot harder to get a 34. A 33 places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. So why get a 36 on ACT English? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your ACT composite score more than your individual section scores. If you can get a 36 in ACT English, that gives you more flexibility in your Math, Reading, and Science scores. It can compensate for a 32 in one other section, for example, and bring your average back up to 34. Princeton's 75th percentile score for ACT English is likely 36. Even though schools don't typically release their ACT scores by section, they do release SAT section scores. As a stand-in for ACT English, we can take a look at SAT Evidence-Based Reading and Writing scores at top schools. (I know ACT English and SAT EBRW don't totally overlap, but you do need to be good at reading and writing to score highly on ACT English.) Here are a few examples. For Harvard, Princeton, Yale, and Dartmouth, the 75th percentile SAT Evidence-Based Reading and Writing score is an 800 or 790. That means at least 25% of all students at these schools have a 790 in SAT EBRW, or a 36 on ACT English. But if you can work your way to a 36, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a milk carton. I mean, literally, you and every other reasonably intelligent student can score a 36 on ACT English. The reason most people don't is they don't try hard enough or they don't study the right way. Even if language isn't your strongest suit, or you got a B+ in AP English, you're capable of this. Because I know that more than anything else, your ACT score is a reflection ofhow hard you work and how smartly you study. ACT English Is Designed to Trick You - You Need to Learn How Here's why: the ACT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in school? You've learned grammar before in school. You know some basic grammar rules. But the ACT questions just seem so much weirder. It's purposely designed this way. The ACT can't test difficult concepts, because this would be unfair for students who never took AP English. It can't ask you to decompose Dostoevsky's The Brothers Karamazov. The ACT is a national test, which means it needs a level playing field for all students around the country. So it has to test concepts that all high school students will cover, like subject-verb agreement, run-on sentences, pronoun choice, etc. You've learned all of this throughout school. But the ACT still has to make the test difficult, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Tricky ACT English Example Question Here's an example: find the grammar error in this sentence: The commissioner, along with his 20 staff members, run a tight campaign against the incumbent. This is a classic ACT English problem. The error is in subject/verb agreement. The subject of the sentence is commissioner, which is singular. The verb is "run," but because the subject is singular, it should really be "runs." At your level, you probably saw the error. But if you didn't, you fell for a classic ACT English trap. It purposely confused you with the interrupting phrase, "along with his 20 staff members." You're now picturing 20 people in a campaign- which suggests a plural verb! The ACT English section is full of examples like this, and they get trickier. Nearly every grammar rule is tested in specific ways, and if you don't prepare for these, you're going to do a lot worse than you should. Here's the good news: this might have been confusing the first time, but the next time you see a question like this, you'll know exactly what to do: find the subject and the verb, and get rid of the interrupting phrase. So to improve your ACT English score, you just need to: Learn the grammar rules that the ACT tests. Study how the ACT tests these grammar rules and learn how to detect which grammar rule you need in a question. Practice on a lot of questions so you learn from your mistakes. I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right to get a perfect score. What It Takes to Get a 36 in English If we have a target score in mind, it helps to understand what you need to get that score on the actual test. As you probably know, writing combines your raw score on the multiple choice section with your essay score to give your final English score out of 36. Here's a sample raw score to ACT English Score conversion table. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) Scaled Score English Raw Score 36 75 35 72–74 34 71 33 70 32 68–69 31 67 30 66 29 65 28 63–64 27 62 Source: ACT In this grading scale, you can earn a 36 only if you get a perfect raw score of 75. In fact, I've never seen a grading scale where you can earn a 36 after missing one question. The curve is also typically quite unforgiving. If you miss one question, you drop down to a 35. Miss two, and sometimes you drop down to a 34. Thus, perfection is really important for ACT English. On every practice test, you need to aim for a perfect raw score for a 36. It's pretty clear then that you need to try to answer every question. You can't guess on too many questions and get a 36, which means you need to get to a level of mastery where you're confident answering each question. Whatever you're scoring now, take note of the difference you need to get to a 36. For example, if you're scoring a 30 now, you need to answer nine more questions right to get to a 36. As a final example, here's a screenshot from my ACT test, showing that I scored a perfect raw score and a 36 on ACT English. OK- so we've covered why scoring a higher English score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll get into the meat of the article: actionable strategies that you should use in your own studying to maximize your score improvement. Strategies to Get a 36 on ACT English What's your greatest weakness? Strategy 1: Understand Your High Level Weakness - Content or Time Management? Every student has different flaws in ACT English. Some people aren't comfortable with the underlying grammarmaterial. Others know the grammar ruleswell, but can't solve questions quickly enough in the harsh time limit. (As we'll discuss, the ACT English section applies VERY heavy time pressure. So you likely do suffer from some time pressure- we're trying to figure out how much) Here's how you can figure out which one applies more to you: Take only the Englishsection of a practice test. We have the complete list of free practice tests here. For that section, use a timer for 45 minutes. Treat it like a real test. If time runs out and you're not done yet, keep working for as long as you need. But starting now, for every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. Get what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you got if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 32 or above? If NO (Extra Time score 32), then you have remaining content weaknesses. You might have weaknesses across a range of subjects, or a deep weakness in only a few subjects. (We'll cover this later). Your first plan of attack should be to develop more comfort with all ACT English subjects. If YES (Extra Time score 32), then: Was your Realistic score a 32 or above? If NO (Extra Time score 32, Realistic 32), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than two points, then you have some big problems with time management. We need to figure out why this is. Are you generally slow at Englishacross most questions? Or did particular passages or types of questionsslow you down? Generally, doing a lot of practice questions and learning the most efficient solutions will help reduce your time. More on this later. If YES (both Extra Time and Realistic scores 32), then you have a really good shot at getting a 36. Compare your Extra Time and Realistic score- if they differed by more than one point, then you would benefit from learning how to answer questionsmore quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get a 36 with extra time, but score a 32 in regular time, you know exactly that you need to work on time management to get a 36. Strategy 2: Comprehensively Learn the Grammar Rules There's just no way around it. You need to know all the grammar rules tested on the test and how they work. In addition, you'll also need to know rhetorical skills that test you in your writing logic. You'll be asked to decide how to organize sentences and paragraphs together. Certain grammar rules, like punctuation, appear far more often than other rules. But because we're going for perfection, you'll need to know even the less common rules. In our PrepScholar program, we've identified the following as the grammar and rhetorical skills you need to know: Grammar Rules Punctuation: Commas, Apostrophes, Semicolons, Dashes Number Agreement: Subject/Verb Agreement, Pronoun Number Agreement Idioms and Wrong Word (Examples: affect/effect, neither...nor, there/their/they're) Parallel Construction Verb Forms: Tense, Conjugation Conciseness: Eliminating waste from sentence phrasings Sentence Fragments, Run-on Sentences Pronouns: Pronoun Choice, Pronoun Case Faulty Modifier Comparison/Description Rhetorical Skills Macro Logic: How sentences and paragraphs fit together Transitional Logic: How to connect different thoughts together Relevance: Determine whether a sentence is extraneous or fits in Author Intent: Understand the point of the author and writing techniques Formality and Tone There are a lot of rules, but they differ from each other in how commonly they appear on the test, and how hard they are to study. For example, Punctuation is the most common grammar rule on ACT English, but it only uses a few separate concepts. The Idioms skill is also very common, but it uses a wide range of idioms, such that each unique idiom appears no more than once on each test. It's therefore important for you to focus your time on studying the highest impact grammar rules. Our PrepScholar program, for example, quizzes you in relation to how common each grammar rule is, so that you focus your efforts on the rules that make the biggest difference to your score. Strategy 3: Do a Ton of Practice and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on all of ACT English will knock you down from a 36. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,200 ACT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who completed 15 practice tests. They've solved over 3,000 questions, but they're still nowhere near a 36 on ACT English. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by grammar skill (eg Number Agreement, Idioms, Sentence Fragments) It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- WHY Did You Miss an English Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Take the Subject/Verb Agreement example I gave above (with the Interrupting Phrase trick). You likely already know how Subject/Verb Agreement works. But if you missed that question, you'd need to think about why you missed it (because the interrupting phrase made you confuse the subject and verb). Then you need to write down a strategy for noticing this in the future. Here are some examples of common reasons you miss an English question, and how you take the analysis one step further: Content:I didn't learn the grammar rule needed to answer this question. One step further:What specific rule do I need to learn, and what resources will I use to learn this grammar rule? Overlooked Rule:I knew the grammar rule, but the ACT question was written in a way that made me miss it. One step further:How do I solve the question now? Is there a strategy I can use to notice this grammar rule in the future? Careless Error:I knew the grammar rule and normally would get this right, but I slipped up for some reason. One step further:Why did I make this careless mistake? Was I rushing? Did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Bonus: If all of this is making sense to you, you'd love our ACT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 4: Justify Every Answer and Point Out Specific Grammar Errors Many top students take a "soft approach" to ACT English. They learn the grammar rules when studying, but on the test they go "by ear": if a sentence sounds off, they'll assume it's wrong without thinking too hard about why. When you've mastered grammar rules, this can serve you well. For example, if I said, "The bee fly to the hive," you'd know this was wrong instantly- it just feels wrong. You know simple subject/verb agreement so well that you can tell something is wrong before you can articulate what exactly it is. However, most students never get to this level of familiarity with all ACT grammar rules. This makes trusting your ear unreliable for many rules. This is especially true for wrong word choice, like "Its a good day to be an American." Because "its" sounds the same as "it's," your ear is of no help here! What's the strategy to counter this? Point out the specific error, and justify it to yourself. Let's run through an example. This is a grammar question that needs only one line from the passage to answer: Here's what I'm thinking as I read the question (a stream of consciousness): " 'The Sun sets gradually the images of a winged horse'...this doesn't seem right. I know 'sets' can take an object, like 'Tom sets the bowl down slowly,' but the Sun can't set anything down, and especially not images of a winged horse. This has got to be a run-on sentence, but let me keep reading. 'the images of a winged horse, a drinking gourd, a heartbroken hero appear in lights overhead.' Yep- the second part of this sentence is an independent clause, and it's a run-on because it's improperly connected to the first clause, 'The Sun sets gradually.' So I need an answer choice that fixes this:" F: no change, which is wrong G: this has a comma splice error- you can't connect two independent clauses with just a comma. H: this looks good. It joins two independent clauses properly- with a comma and a conjunction ('and'). J: 'The Sun setting gradually' is now a dependent clause, but to join a dependent clause with an independent clause, you need a comma that's missing here. For example, 'The Sun setting gradually, we drove down the highway.' would be correct. Thus answer J is wrong. Now, I'm not literally thinking all these words in my head, but it matches my thinking process as I go through the question and evaluate each answer choice. You can see how I first identified the run-on sentence error in the original sentence. That made it very clear to me how I could find an answer choice that fixed this error. As you learn the different grammar skills and how they appear on the test, you'll start evaluating answer choices for common ways that the ACT tries to trick you. Is a verb underlined? I'm going to check the subject to see if it follows subject/verb agreement. Then I'll check the verb tense. Is a pronoun underlined? I'm going to check the antecedent to see if it matches. Does an underline come right after a comma? I'm going to check if there's a faulty modifier error. I can justify every one of my answers because I know the grammar rules. This makes my answering more robust, not just based on whether something 'feels' right or wrong. Note as well that in these questions, the ACT often fixes the original error in an answer choice- but then introduces another error. You need to make sure the answer you choose is 100% correct, in terms of both grammar and logic. Don't be intimidated if you can't do this right now. With practice and reflection, you will get to this point. Once again, it's like "the bee fly to the hive." You want to get to a point where all ACT grammar rules automatically sound as wrong as that sentence. Find patterns to your mistakes, and make sense of the chaos. Strategy 5: Find Patterns to Your Weaknesses and Drill Them Remember Strategy 3 above about keeping a list of every mistake? You need to take this even one step further. If you're like most students, you're better at some areas in ACT English than others. You might know pronouns really well, but you'll be weak in sentence constructions and fragments. Or maybe you really like parallel construction, but have no idea what faulty modifiers are. This is especially true in grammar and ACT English, because some grammar mistakes likely sound obvious to you, but others are completely foreign. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of schoolwork, you might be an athlete or have intense extracurriculars, and you have friends to hang out with. This means for every hour you study for the ACT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the 'dumb' way. They just buy a book and read it cover to cover. When they don't improve, they're shocked. I'm not. Studying effectively for the ACT isn't like painting a house. You're not trying to cover your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew well, and they didn't spend enough time improving their weak spots. Instead, studying effectively for the ACT is like plugging up the holes of a leaky boat. You need to find the biggest hole, and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to ACT English? In this analogy, your knowledge of English grammar is the leaky boat, and the holes are the gaps in your knowledge. You need to find the grammar rules you're struggling with the most, then do enough practice questions until they're no longer a weakness. For every question that you miss, you need to identify the type of question it is and why you missed it. Once you discover patterns to the questions you miss, you then need to find extra practice for this grammar rule. Let's say you analyze your past practice tests and questions and find that you're missing a lot of misplaced modifier questions. After you identify this pattern, the next step is to find good lesson material to teach yourself the main concepts behind what misplaced modifiers are and how to fix or avoid them. You'll also need to find more practice questions that test you on misplaced modifiers and drill until you're making few, if any, mistakes. This is the best way for you to improve your English score. Once again, this is exactly how I designed our PrepScholar online ACT prep program to work. It automatically figures out your greatest weaknesses so you don't have to. We use advanced statistics with data from our thousands of students. With PrepScholar, you don't need to worry about what to study- you just need to focus on learning. Because it's worked for thousands of students, I'm pretty sure it'll work for you too. Click here to learn more. Strategy 6: Be Careful With "No Change" Answers In ACT English, most questions have a NO CHANGE option. The ACT loves tricking students using these answer choices, because it knows that students who don't know grammar rules won't see anything wrong with the sentence. No Change is a really easy answer to choose. No changes are one of the most common careless mistakes- make sure you don't fall for them. Be very careful whenever you choose one of these No Change answer choices. Typically, these are correct answers around 25% of the time- not much more. (We actually went through and counted this in real tests). If you find that you're choosing No Change 40% of the time, you're definitely not detecting grammar errors well enough. Every time you choose No Change, try to double-check the other answer choices to make sure you're not missing a grammar error. Especially take note of grammar rules that you tend to ignore mistakenly. Like I mentioned in Strategy 2 above, if you write down your mistakes and study your weaknesses, you'll be able to know which grammar rules you're weak at, and pay special attention to. Personally, this was my most common careless mistake on ACT English. When I could see the error, I got the question correct nearly 100% of the time. The only times I missed questions were when I accidentally ignored an error. I solved this by double-checking each of the answer choices to make sure I wasn't leaving any stone unturned. Strategy 7: Think About Grammar in Everyday Life Among all subjects, English on the ACT is special because it appears in your everyday life. For school, you have to read a lot and you have to write a lot. Use these experiences as opportunities to notice grammar rules and sentence constructions. This is unique to ACT English. ACT Math is so bizarre compared to everyday life that you won't just naturally find ways to apply the Pythagorean theorem at breakfast. ACT Reading and Science similarly require very specific skills when reading a passage or chart. But you can practice your grammar skills throughout the day. Here are some ideas: Proofread your friends' essays. Challenge yourself to uncover every grammatical error. Read high quality, formal publications, like the New York Times or the Economist. These articles go through editors, so they rarely have grammar errors. You'll develop that ear for language I mentioned. Notice common errors around you. A lot of people comma splice, for example. Hold yourself to a higher standard in texting and messaging. (I know this isn't that cool- you don't have to capitalize every sentence and use periods, but at least use its/it's and their/there/they're correctly.) The more you think about grammar as a fundamental skill rather than something specialized for ACT, the more natural it will feel to you. Strategy 8: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at ACT English that you solve every question and have extra time left over at the end of the section to recheck your work. In high school and even now, I can finish a 45 minute English section in 30 minutes or less. I then have 15 minutes left over to recheck my answers two times over. As I've explained above, the best way to get faster is to get so fluent with ACT grammar that you rapidly zero in on the grammar mistakes without having to think hard about it. Try to aim for a target of spending 40 seconds on average for each question. This gives you enough time to double-check comfortably. What's the best way to double-check your work? I have a reliable method that I follow: Double-check any questions you marked that you're unsure of. Try hard to eliminate those answer choices. If it's a No Change question, double-check that you're not missing any grammar mistakes. If I'm 100% sure I'm right on a question, I mark it as such and never look at it again. If I'm not sure, I'll come back to it on the third pass. At least two minutes before time's up, I rapidly double-check that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go five at a time ("A G C F B") for more speed. If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a perfect raw score for a 36, don't be afraid to skip. You can come back to it later, and for now it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you two minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions, and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just four seconds per question, you get back 300 seconds on a section that has 75 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Strategy 9: Read the Whole Sentence Most of the questions ACT English ask you the underlined part of a sentence should be changed. When you answer these questions, don't just read the underlined portion. To correctly answer the questions, you must read the whole sentence (or sentences, if the underlined section overlaps across two different sentences). Phrases not included in the underlined portion of the sentence often provide information that's essential for deciding whether or not the underlined portion should be changed. Let's go through another example from the ACT to see this strategy in action. If you only read the underlined word, you probably won't think there's anything wrong with it. "Consecutively" is an adverb modifying the verb "to speak"- nothing to change there. When you read the whole sentence, however, you're able to notice that because of the phrase "for twelve hours straight", "consecutively" is redundant. In the context of the full sentence, consecutively means "without stopping," and the phrase "for twelve hours straight" implies that she could speak that long without stopping. Therefore, the word "consecutively" is unnecessary and should be omitted. If you didn't read the whole sentence, you might not notice the redundancy error and would most likely select A. However, since the word "consecutively" is unnecessary, the correct answer is D. In addition, certain types of questions on the ACT require reading not just the sentence with the underlined section, but sentences before and after it as well. For example, you need the context provided by multiple sentences to answer some verb tense and paragraph order questions as well. Strategy 10: Experiment with Passage Strategies and Find the Best One for You The format of ACT English is unlike any high school English test most students have seen before. As a result, many students don't intuitively know which method of approaching the passages will be the most effective for them. Because you're already scoring at a high level, I can't say with 100% accuracy which approach will work best for you. You're aiming for a perfect English score, which means that if your strategy doesn't perfectly line up with your strengths and weaknesses, you'll make mistakes or run out of time. Rather than prescribing you one strategy that you must use for ACT English passages, then, I'll instead go through what ways of approaching the passage are the most effective. You can then try the different strategies out and see which one leads to the highest score for you. Passage Method 1: Graf-by-Graf Though every student is different, this is the one strategy that we recommend everyone at least tries. Here it is: Read through the passage one paragraph at a time. After each paragraph, answer the questions referring to that paragraph. Skip if you can't answer a question within 30 seconds. Repeat for each succeeding paragraph. The great part about this strategy is that it both gives you a clear sense of the passage and forces you to read through whole sentences before answering questions about them. The only drawback is that going graf-by-graf can be a little time-consuming, so if you struggle with running out of time on ACT English, you might want to consider one of the other passage methods. Definitely try going graf-by-graf first, though- you might be pleasantly surprised by how well it works for you! Passage Method 2: Answer as You Go Many students gravitate to this method by default because it's both straightforward and quick. We don't recommend it as our top method, however, because of its potential pitfalls. Here's the method: Start reading through the passage. When you come to an underlined word, phrase, or sentence, continue reading past it to the end of the sentence. Answer the question about the underlined word, phrase, or sentence, then move on. The answer-as-you-go method is great if you're using the graf-by-graf approach but keep running out of time with just a few questions left or if you find yourself distracted or overwhelmed by multiple hops back and forth between the same paragraph and different questions. Unfortunately, this method does have one major drawback: you won't get as thorough a perspective on a question's context, which makes answering questions about transitions or the paragraph as a whole more challenging. It can also fail completely if you don't always read to the end of the sentence (for the importance of this, see Strategy 9). Passage Method 3: Sentence-by-Sentence In this approach, you only read the sentences of the passage that include underlined words, phrases, or sentences. If you're running out of time with a lot of questions left over when you use the graf-by-graf method, this strategy might be a good option for you. The key to using this method is that you always have to read the entire sentence. Even if you do execute this method perfectly, however, it suffers from the same drawbacks as answering as you go: if you read through the passage a sentence at a time, you won't get as clear an understanding of the overall structure and context of the passage, which makes answering rhetorical skills questions more difficult. We don't recommend using this method if you're aiming for a score higher than a 25. Passage Method 4: Read the Passage First The final ACT English passage approach we recommend is skimming the entire passage first, then going back through sentence-by-sentence to answer the questions. Of all the approaches to the ACT English passage, this is the most thorough. If you find yourself missing most of the macro logic or big picture questions because you didn't really understand the passage as a whole, this strategy could be a good fit for you. For most students, however, this approach is more trouble (and time) than it's worth- the graf-by-graf method is usually sufficient for answering macro logic questions and is much more time effective. Choose Which Method Works Best for You While we do recommend the graf-by-graf method as a starting point for most students, we can't predict which method will be most effective for you. To figure this out for yourself, you need some cold, hard data about your ACT English performance. Try out each method on at least one (and preferably two) sample passages each, then compare your performance on each. If one method is a clear winner for you, go with it; if not, choose the method that's the most comfortable for you. Once you've tried out all the passage approach strategies and figured out which one works best for you, you must use it consistently with every ACT English practice passage and test. These strategies all depend on teaching you to approach passages methodically, which means that they will only be effective if you use them every single time. In Overview Those are the main strategies I have for you to improve your ACT English score to a 36. If you're scoring above a 26 right now, with hard work and smart studying, you can raise it to a perfect English score. Even though we covered a lot of strategies, the main point is still this: you need to understand where you're falling short, and drill those weaknesses continuously. You need to be thoughtful about your mistakes and leave no mistake ignored. One last tip: try to keep a steady head while you're taking the test. It's really easy to start doubting yourself because you know you need a near-perfect raw score. Even if you're unsure about two questions in a row, try to treat every question as its own independent test. If you start doubting yourself, you'll perform worse, and the worse you perform, the more you doubt yourself. Avoid this negative spiral of doubt and concentrate on being confident. You'll have studied a lot, and you'll do great on this test. Keep reading for more resources on how to boost your ACT score. What's Next? We have a lot more useful guides to raise your ACT score. Read our accompanying guides on how to get a 36 on ACT Math and how to get a 36 on ACT Reading. Better yet, read my high-level guide on how to score a perfect 36 on the entire test. Learn how to write a perfect-scoring 12 ACT essay, step by step. We also have a rough index to all ACT Prep info here. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Tuesday, February 18, 2020

PERSONAL PSYCHONALYSIS Essay Example | Topics and Well Written Essays - 1750 words

PERSONAL PSYCHONALYSIS - Essay Example She did not receive much of an education, finally receiving her GED while I was in the 8th grade, and ultimately still struggles with the idea of being a grandmother. I am currently continuing my education at age forty without much encouragement from her; she feels as though I should bet a â€Å"real† job like my sister. However, I will begin my life story from the beginning. My mother was a single mother who had four children of whom I am the oldest. We are each from different Biological fathers but were all adopted by the man who we have always known as our father, when I was nine years old. This man was truly a source of love and inspiration for me, though he is now deceased. I have often been told that I look a great deal like him and that at times I resemble him in actions and mannerisms. He was quite musically inclined and was also a retiree of the US AIR force. I feel that he has left a permanent impression on me and will always be missed. In high school, I was a cheerleader with an outgoing and jovial demeanor. I suffered however from bulimia nervosa, and was hospitalized because of it. Bulimia nervosa is an eating disorder which is characterized by bingeing and purging behaviors, with the most purging behaviors generally consisting of induced vomiting, fasting, laxatives, enemas, diuretics, and over exercising. This disease dominated my life from the ages of fourteen till sixteen. I did not date until after I left home. While my friends were out having fun, I worked in the fields at home. I did not attend my own prom. Throughout my childhood and teens, the answer to almost every question asked of my mother was â€Å"because I said so†. This left me feeling frequently frustrated and even ignored. During my teen years, my grandmother became rather ill, requiring my grandparents to move in with us. My grandmother and I shared a bed until one night when she passed away in her sleep. I feel that my mother