How to Improve Your ACT Reading Score 8 Expert Tips

The most effective method to Improve Your ACT Reading Score 8 Expert Tips SAT/ACT Prep Online Guides and Tips It is safe to say that you are battling with ACT Readingscores somewhere in the range of 14 and 24? You're not the only one a huge number of understudies are scoring in this range. Be that as it may, many don't have the foggiest idea about the most ideal approaches to break out of this score range and score 26 or higher. Here, we'll talk about how to improve your ACT Reading score adequately, and why it's so essential to do as such. Dissimilar to other cushioned articles out there, I'm concentrating on noteworthy strategies.Put these eight systems to work, and I'm sure you'll have the option to improve your ACT score. Brief note: This article explicitly targets lower-scoring understudies i.e., those scoring beneath 26 on ACT Reading. In case you're as of now over this range, my ideal 36 ACTReading score article is progressively suitable for you as it contains further developed systems. In this article, I will talk about why scoring high is a smart thought, go over the stuff to score a 26, and afterward bounce into our top ACTReading tips andstrategies. Stick with me-this resembles building a house. You have to establish a strong framework before you can set up the dividers and pretty windows. Essentially, we have to ensure we comprehend why you're doing what you're doing before we can plunge into tips and methodologies. In this guide, I talk mostly about getting to a 26. Be that as it may, if your objective is a 24 or lower, these ideas still similarly apply to how you should contemplate. This is a quite long article, so this is what we'll be covering (on the off chance that you need to skip around or survey a segment): Getting a 26 on the ACT: Understand the Stakes Realize That You Can Get a 26 ACT Score or Higher The stuff to Get a 26 in ACT Reading Methodology 1: Save Time on Reading Passages by Switching Your Reading Strategy Methodology 2:Learn to Eliminate the 3 Wrong Answers Methodology 3:Find Your Reading Skill Weaknesses and Drill Them Methodology 4: Only Use High-Quality ACT Reading Sources Methodology 5:Don't Focus On Vocab Methodology 6:Skip the Most Difficult, Time-Consuming Questions Methodology 7:Understand All Your Reading Mistakes Methodology 8: Guess on EveryQuestion You Don't Know Getting a 26 on the ACT: Understand the Stakes At this score scope of 14-24, improving your ACT Reading scoreto a 26 or higher will significantly help your odds of showing signs of improvement universities. How about we accept a mainstream school for instance: the University of California, Riverside. The normal ACT score of conceded candidates to UC Riverside is 23(out of 36). Its 25th percentile score is 22, and its 75th percentile score is 28. Besides, its acknowledgment rate is 56%. At the end of the day, somewhat more than half of all candidates are admitted.But the lower your ACT score is, the more regrettable your odds are of getting in. In our examination, in the event that you score around 22, your possibility of confirmation drops to simply 43%. However, on the off chance that you raise your score to 26, your possibility of confirmation goes up to 75%-that is a great possibility of admission!And the higher your score gets, the more certain you are to get in. So, improving your ACT Reading score will knock up your normal composite score.And improving your ACT composite score, even by only 5 focuses, can have an immense effect in your odds of getting into your objective schools. For the Reading area, this is particularly evident on the off chance that you need to apply to humanities majors and projects, for example, English or correspondences. They anticipate that you should have a solid Reading score. On the off chance that you have a low one, they'll question your capacity to do school level humanities work. Regardless of whether you're a math genius and are applying to a science major, schools despite everything need to realize that you can process troublesome writings at a school level. A low Reading score will provide reason to feel ambiguous about tremendous you. It's extremely worth your opportunity to improve your ACT score. Hour for hour,it's the best thing you can do to raise your opportunity of getting into school. Inquisitive what chances you have with a 26 ACTscore? Look at ourexpert school affirmations direct for a 26 ACT score. Realize That You Can Get a 26 ACT Score or Higher This isn't simply expected to be a dubious ecstatic message you find in a fortune treat. That is to say, truly, you and each other understudy can do this. In my activity here at PrepScholar, I've worked with a great many understudies scoring in the lower scopes of around 14-20. On numerous occasions, I see understudies who beat themselves up over their low scores and think improving them is unthinkable. They regularly state the accompanying: I know I'm not brilliant. I can't peruse entries rapidly, and I don't have the foggiest idea how to improve my ACT Reading score. I was never acceptable at English, and my English instructors have never disclosed to me I worked admirably. This makes me extremely upset. Since I realize that, more than everything else, your ACTscore is a reflection ofhow hard you work and how adroitly you study. Not your IQ and not your school grades. Not how Mr. Crandall in tenth grade gave you a C on your paper. The key point here is thatACT Reading is intended to deceive you-and you have to figure out how. Here's the reason: the ACT is an unusual test. When you take it, don't you feel like the inquiries are not quite the same as those you've found in school? I wager you've had this issue: withACT Reading sections, you frequently miss questions on account of an unfortunate estimate. You attempt to take out a couple of answer decisions, however the rest of the decisions all appear as though they are similarly liable to be right. So you surrender and haphazardly surmise. The ACT is deliberately planned along these lines to confound you.Literally a large number of different understudies have precisely the same issue you do. Furthermore, the ACT lovesthis. Typically, in your school's English class, your educator reveals to you that all understandings of a book are substantial. You can compose an exposition about anything you need, and English instructors aren't generally permitted to reveal to you that your feeling isn't right. They can get in a tough situation for mentioning to you what to think, and they feel awful about confining your inventiveness. Be that as it may, the ACT has a totally extraordinary issue. It's a national test, which means it needs a level playing field for all understudies around the nation. It's even utilized in numerous states as a statewide government sanctioned test. Thus, the test should be unshakable. Also, every inquiry must have a solitary, unambiguously, 100% right answer. There's just ever one right answer. Figure out how to dispose of three inaccurate ones. Envision if this weren't the situation. Envision that a Reading question had two answer decisions, the two of which may beplausibly right. At the point when scores come out, each and every understudy who got the inquiry wrong would likely grumble to ACT, Inc., about the test being off-base or deluding. On the off chance that this were valid, ACT, Inc., would then need to toss out the inquiry, which is a tremendous problem. Have such a large number of these episodes, and there'd be a major embarrassment about the ACT neglecting to carry out its responsibility. ACT, Inc., needs to maintain a strategic distance from this bad dream situation. Thusly, each and every Reading section question has just one right answer. This is a significant idea to recall. It makes your life much simpler you should simply take out the three wrong answer decisions to get the single right one. Be that as it may, the ACT intentionally masks this reality to make life increasingly hard for you. It poses inquiries that are normally worded as so: It can sensibly be gathered that: Which of the accompanying best portrays: The creator's peers generally accepted: Notice an example here? The ACT consistently camouflages the way that there's just a single unambiguous answer. It attempts to make you falter between a few answer decisions that are the best bet. And afterward you surmise arbitrarily. And afterward you fail to understand the situation. You can wager that understudies succumb to this. A great many occasions each year. Understudies who don't get ready for the ACT in the correct manner don't value this. Be that as it may, on the off chance that you get ready for the ACT in the correct manner, you'll gain proficiency with the stunts the ACT plays on you.And you'll raise your score. The ACT Reading area is brimming with designs like these. To improve your score, you simply need to do the accompanying: Get familiar with the kinds of inquiries the ACT tests, such asthe ones above Learn systems to settle these questionsusing abilities you definitely know Practice with a great deal of reasonable inquiries so you gain from your mix-ups The fact of the matter is that you can become familiar with these abilities, regardless of whether you don't view yourself as a decent peruser or an extraordinary English student.I'll broadly expound on precisely how to do this. To begin with, however, how about we perceive what number of inquiries you have to get option to get a 26 on Reading. The stuff to Get a 26in ACTReading In the event that we have an objective score at the top of the priority list, it assists with understanding what you have to get that score on the genuine test. Recall that we're focusing on a Reading test score of 26,out of 36. Here's the crude score to ACT Reading Score transformation table. (In the event that you could utilize an update on how the ACT is scored and how crude scores are determined, perused this guide.) Crude Scaled Crude Scaled Crude Scaled Crude Scaled 40 36 29 26 19 19 9 12 39 35 28 25 18 18 8 38 34 27 24 17 17 7 10 37 33 26 23 16 16 6 10 36 32 25 23 15 16 5 8 35 32 24 22 14 15 4 7 34 31 23 21 13 14 3 6 33 30 22 21 12 14 2 5 32 29 21 20 13 1 3 31 28 20 19 10 12 0 1 30 27 Source: Official ACT Practice Test 2017-18 Note that in case you're focusing on a 26 in ACT Reading, you'll need a crude score of 29/40.This is a 72% score. This has genuine ramifications for your testing system. Basically, you just need to get directly around 3/4 of all Reading questions.We'll really expound beneath about what this implies for your way to deal with this ACT area. Whatever you're scoring currently, observe the distinction you'll have to get to a 26. For instance, in case you're scoring a 20, you'll have to address around eight additional inquiries effectively on ACT Reading so as to get a 26. Indeed, if your go

The Baroque What free essay sample

What were two significant effects on German Baroque music? How did these elements Influence the music? . The German Baroque bow and Baroque organ they gave music a different take. 2. How did music contrast when Bach? It wasnt that intriguing previously, Bach had another way and his music keep Interest. 3. How have the exhibitions of Baroque music changed (regarding entice, parity and timbre) from the Baroque time frame to today? Everything was about the equivalent other than the entice It had a sort of quicker pitch. 4. What Is a Baroque part when playing music? There Is feelings that fell you up. At the base of the page that talks about Baroque music execution, there are a few instances of music that you can tune in to. These models frequently utilize unexpected instruments in comparison to we are accustomed to hearing today. What are a portion of these instruments? How is the sound of the music not the same as what we would hear today? The Fugue in D Minor and Air from Suite in C minor. We will compose a custom article test on The Baroque What or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page They had a smooth tone music isnt typically produced using real instruments that all the more now its normally beat machines. 6. Who was Archangel Cornell? What are a portion of his commitments to old style music? He was an Italian writer and violinist.He demonstrated the capability of Concerto-Gross guideline. He composed the main bit of the guideline. 7. Who was Gottfried Silverman? One of the two driving ornate organ-manufacturers. 8. In the wake of tuning in to a portion of the music tests, how might you depict Baroque music to somebody who had not heard it previously? Pick at any rate one bit of music to examine in detail. What instruments do you think the work employments? Who created the our own? What accomplishes the work sound like? Its a smooth sound straightforward yet perplexing. Trust it utilizes the violin just as a woodwind. Johann Sebastian Bach , it sound like a show yet increasingly basic.

Developing Critical Thinking Essay -- Critical Thinking Reflection

An individual isn't conceived as a decent basic scholar. The main thing that is required is a degree of development being able to conceptualize and comprehend the world (Boss, 2010). The abilities that are related with an individual that has great basic reasoning are: Explanatory Skills: perceive and assess contentions to channel through to reality. Compelling Communication: capacity to tune in, talk, and compose successfully. Research Skills: capacity to assemble, assess, and make supporting proof. (Chief, 2010) In showing basic reasoning, Dr. Chan and Dr. Lau (n.d.) clarify great basic reasoning, â€Å"as the establishment of science and a liberal equitable society. Science requires the basic utilization of reason in experimentation and hypothesis affirmation. The correct working of a liberal vote based system requires residents who can contemplate social issues to illuminate their decisions about appropriate administration and to defeat inclinations and prejudice.† An individual with a degree of development that can be inquire about issues, through being systematic, and done by utilizing great relational abilities can be viewed as a decent basic mastermind. In my life, I have gone from not being a decent basic mastermind to showing signs of improvement as I have developed. In my more youthful years I utilized a considerable lot of the protections from basic reasoning. The one that I utilized frequently was interruption. This was particularly evident when I was in school just because. Numerous things had the option to occupy me from concentrating on the jobs needing to be done. Presently in my forties coming back to class I have greater lucidity around the objectives and this lets me achieve the undertakings all the more without any problem. I can tune in, break down, and investigate the issues all the more rapidly and with more concentration to achieve the mission then in ... ...t made the universe before the enormous detonation? God probably won't be only a fantasy made by religion however could be a definitive maker of all that we see. Works Cited Chief, J. (2010), Think: Critical reasoning and rationale abilities for regular day to day existence (first ed.). New York: McGraw Hill. Chan, J. and Lau, J. (n.d.). Module: about basic reasoning. Recovered from http://philosophy.hku.hk/think/basic/ct.php Goleman, D. (2001). Daniel Golemen: passionate insight. Scholars. Sanction Management Institute. Recovered March 10, 2012 from http://go.galegroup.com.ezp-02.lirn.net/ps/i.do?id=GALE%7CA85608627&v=2.1&u=lirn_crevc&it=r&p=GPS&sw=w Hasan, M. (2012, January 9). God need not be the foe of science. New Statesman [1996], 141(5087), 19. Recovered from http://go.galegroup.com.ezp-02.lirn.net/ps/i.do?id=GALE%7CA279138538&v=2.1&u=lirn_crevc&it=r&p=GPS&sw=w Creating Critical Thinking Essay - Critical Thinking Reflection An individual isn't conceived as a decent basic mastermind. The primary thing that is required is a degree of development being able to conceptualize and comprehend the world (Boss, 2010). The abilities that are related with an individual that has great basic reasoning are: Logical Skills: perceive and assess contentions to channel through to reality. Powerful Communication: capacity to tune in, talk, and compose viably. Research Skills: capacity to assemble, assess, and make supporting proof. (Chief, 2010) In showing basic reasoning, Dr. Chan and Dr. Lau (n.d.) clarify great basic reasoning, â€Å"as the establishment of science and a liberal fair society. Science requires the basic utilization of reason in experimentation and hypothesis affirmation. The best possible working of a liberal majority rule government requires residents who can contemplate social issues to advise their decisions about legitimate administration and to beat predispositions and prejudice.† An individual with a degree of development that can be explore issues, through being expository, and done by utilizing great relational abilities can be viewed as a decent basic scholar. In my life, I have gone from not being a decent basic scholar to improving as I have developed. In my more youthful years I utilized a significant number of the protections from basic reasoning. The one that I utilized regularly was interruption. This was particularly obvious when I was in school just because. Numerous things had the option to divert me from concentrating on the jobs that needs to be done. Presently in my forties coming back to class I have greater clearness around the objectives and this lets me achieve the assignments all the more without any problem. I can tune in, investigate, and inquire about the issues all the more rapidly and with more concentration to achieve the mission then in ... ...t made the universe before the enormous detonation? God probably won't be only an invention made by religion however could be a definitive maker of all that we see. Works Cited Chief, J. (2010), Think: Critical reasoning and rationale abilities for regular day to day existence (first ed.). New York: McGraw Hill. Chan, J. and Lau, J. (n.d.). Module: about basic reasoning. Recovered from http://philosophy.hku.hk/think/basic/ct.php Goleman, D. (2001). Daniel Golemen: enthusiastic insight. Scholars. Contract Management Institute. Recovered March 10, 2012 from http://go.galegroup.com.ezp-02.lirn.net/ps/i.do?id=GALE%7CA85608627&v=2.1&u=lirn_crevc&it=r&p=GPS&sw=w Hasan, M. (2012, January 9). God need not be the adversary of science. New Statesman [1996], 141(5087), 19. Recovered from http://go.galegroup.com.ezp-02.lirn.net/ps/i.do?id=GALE%7CA279138538&v=2.1&u=lirn_crevc&it=r&p=GPS&sw=w

Aphra Behns Oroonoko and the Price of Societal Advancement - Literature Essay Samples

In Oroonoko, Aphra Behn presents two very distinct civilizations: Coramantien, an African country ruled by royalty, and Surinam, an English colony in South America that is home to colonists and natives alike. However, Behn’s depictions of these two regions are products of her own Western background, which adds a third domain to the novel: seventeenth century England, or Europe as a whole. These three â€Å"worlds† stand in stark contrast with one another; while Behn’s Europe is the most advanced civilization, with laws, religion, technology, and social order, Coramantien and Surinam are lesser and lesser versions of European society. Surinam is everything Europe is not – the people are simple-minded, and the only semblance of structure in existence was set up by the colonists. Coramantien, on the other hand, falls somewhere in the middle; its royal governance is certainly reminiscent of countries like England, but the presence of practices such as polygamy and the lack of established laws suggest it is far from being equal to Western countries. While Behn certainly sees Europe as the best of the three civilizations, this superiority comes at a cost – morality; for Behn, the more advanced the society, the more corrupt the people. Behn uses this â€Å"three world† dynamic, and how the protagonist Oroonoko fits into each one, to create a complex image of seventeenth century Europe: while it is technologically, politically, and socially superior to the colonies of the New World, it lacks morally as a result of these societal advancements. Behn begins the novel with a description of the native people of Surinam, with whom she claims the English â€Å"live†¦in perfect amity, without daring to command them, but on the contrary caress them with all the brotherly and friendly affection in the world† (9). Behn goes on to discuss the various items the English trade with the Surinamese people; here, Behn makes it clear that while the colonists and the natives frequently interact and are on good terms with one another, they still belong to very separate, distinct parts of Surinam. Typically, Europeans would not want to live with native people because it seems degrading; the natives are â€Å"savages,† and refined European citizens should never have to associate with people such as them. However, Behn does not view the native Surinamese in this way; in fact, she is quite fond of them, admiring their beauty and modesty: â€Å"[They are] a wonderful figure to behold†¦ They are extreme modest and bashful, very shy and nice of being touched† (10-11). Behn actually believes the segregation of the colonists and the natives is beneficial for the natives, as opposed to being a means to preserve her delicate, cultivated European identity. For Behn, the native Surinamese people have a certain purity about them that would only be ruined if they were to adapt a European way of life. She compares the natives to Adam and Eve: â€Å"And these people represented to me an absolute idea of the first state of innocence, before man knew how to sin† (Behn 11). Instead of viewing the natives as wild, brute savages, Behn instead sees them as innocent and uncorrupted. Instead of living by the laws of religion or the government, which Behn argues would ultimately be their downfall, the natives live by the laws of nature: â€Å"It is [Nature] alone, if she were permitted, that better instructs the world than all the inventions of man; religion would here but destroy that tranquility they possess by ignorance, and laws would but teach them to know offence, of which now they have no notion† (11). They live the most moral lives because they do not know how to live immorally. Furthermore, Behn claims the only conception the natives have of sinfulness or dishonesty comes strictly from the Europeans: â€Å"They have a native justice, which knows no fraud; and they understand no vice or cunning, but when they are taught by the white men† (11). Behn’s ideas on the native-colonist relationship could not be clearer: that the Surinamese people’s pure, untainted lives are only stained and corrupted by the wickedness of Western culture. Because of recent events such as the beheading of King Charles I, Behn believed the English had a strong disposition towards violence and evil; this view is made quite obvious in Oroonoko. The corruption of the English people is largely attributed to their government and religion, both of which not only taught people what is not acceptable in society – which, counter intuitively, often leads them to act in such ways – but, because of all the disagreements they caused, both institutions were also major sources of violence, particularly in England. The English’s tendency towards dishonesty and cruelty is seen again later in the novel through Behn’s characterization of the colonists in Surinam. Byam, the governor of Surinam, is one of the most reprehensible characters in the entire novel; he exhibits nothing but cruelty towards the slaves, especially Oroonoko, and his word means little to nothing. Towards the end of the novel, Trefry, Oroonoko’s overse er and friend, believes that Byam will allow Oroonoko and the other slaves to live if they surrender themselves. But when Oroonoko and his comrade, Tuscan, finally take Byam’s word and agree to go with the colonists, they are seized, and â€Å"whipped†¦in a most deplorable and inhumane manner† (Behn 67). Trefry’s character also represents the untrustworthiness of the English, although certainly not to the degree that Byam does: from the moment Oroonoko and Trefry first meet, Behn says â€Å"Trefry soon found [Oroonoko] was yet something greater than he confessed; and from that moment began to conceive so vast an esteem for him that he ever after loved him as his dearest brother, and showed him all the civilities due to so great a man† (42). Trefry truly cared for Oroonoko and promised he would help him return to Coramantien; however, his promise proves empty, which only furthers the image Behn presents of the English as ultimately untruthful, wicked people. This idea truly comes to summation at the very end of the novel, when Oroonoko is about to die. Banister, an Irishman who Behn describes as â€Å"a fellow of absolute barbarity,† tells Oroonoko â€Å"he should die like a dog as he was† (Behn 76). Oroonoko responds that â€Å"this was the first piece of bravery that ever Banister did, and he never spoke sense till he pronounced that word, and, if he would keep it, he would declare, in the other world, that he was the only man, of all the whites, that ever he heard speak truth† (Behn 76). Through her juxtaposition of the innocence, purity, and kindness of the native Surinamese people and the dishonesty, malevolence, and violent ways of the English characters, Behn’s belief that her fellow Englishmen live perverted, cruel lifestyles as a result of their government, religious practices, and the overall power they maintain in the world; the natives, on the other hand, have remained wholesome and virtuous throug h their ignorance of such Western institutions. Contrastingly to her praise of the native people’s higher morality, Behn still believes that the Europeans are, ultimately, the superior race. When Behn begins her description of the natives, one of the first things she mentions is that the English treated them as friends and brothers; however, not long afterwards, Behn adds â€Å"we find it absolutely necessary to caress them as friends, and not to treat them as slaves; nor dare we do other, their numbers so far surpassing ours in that continent† (12). Although it never seemed as if the English treated the natives as equals, Behn certainly seemed to imply some kind of respect for them that lead to the friendliness between the groups; here, it seems the true underlying cause for the acquaintance was mostly so the natives would not turn on and attack the English. Behn’s belief in European superiority is also seen in her description of the natives’ physical appearances: â€Å"Some of the beauties which inde ed are finely shaped, as almost all are, and who have pretty features, are very charming and novel, for they have all that is called beauty, except the colour, which is a reddish yellow† (10-11). Behn praises their beauty, but only to a certain extent; she implies that if the natives were white (as the Europeans are), they truly would be beautiful, but their â€Å"reddish yellow† skin diminishes their beauty. Furthermore, the natives in the novel appear extremely simplistic and unlearned, which is particularly shown when the narrator and her brother visit where the natives live: â€Å"Taking their hair up in their hands, and spreading it wide to those they called out to, as if they would say†¦numberless wonders†¦ By degrees they grew more bold, and from gazing upon us round, they touched us, laying their hands upon all the features of our faces, feeling our breasts and arms, taking up one petticoat, then wondering to see another, admiring our shoes and stockings, but more our garters†¦[which were] laced with silver lace at the ends, for they much esteem any shining things.† (Behn 57) In this section, the natives appear completely overcome and in awe merely at the clothes the narrator and her brother are wearing. Behn portrays them as unintelligent and simple-minded. This view is furthered by Behn’s discussion of the physical quality of all of their work â€⠀œ they, unlike the Europeans, have no technological innovation of any kind; all of their labor is bodily and dirty. Although Behn never explicitly says she believes the Europeans are innately superior to the natives, her discussions of their hard, earthly work, their lesser physical beauty, their friendship as a result of fear of attack, and their feeble-mindedness all imply that she ultimately views the natives as being inferior to her and her English companions in many aspects. Behn’s views on the country of Coramantien, Oroonoko’s homeland, are not quite as straightforward as her views on Surinam. Coramantien falls somewhere in between Surinam and Europe concerning the development of its civilization. For Behn, Europe is the most advanced area in the entire world, so naturally it would supersede both Surinam and Coramantien; however, Coramantien is significantly more developed than Surinam, therefore making it a happy medium of modern, Western norms, and the primitive, undeveloped ways of the Surinamese. In Coramantien, there exists some kind of social order, but not one as developed as those of Europe; a king presides over the country, which at least establishes a concentrated source of power versus some wild (or nonexistent) power structure. However, it is unclear how the rest of Coramantien society falls underneath the king; Behn mentions there are war generals, who appear to hold a certain kind of esteem, and she also speaks of the many w ives of the king, who had been bestowed the utmost honor by marrying him. The common people receive no attention from Behn, which makes it seem as if Coramantien’s social order does not extend past the royals or the soldiers. Contrastingly, Europe’s distinct social order – monarchs, aristocrats/nobles, the working class, and peasants – is significantly more structured than Coramantien’s, and, for Behn, inarguably better. There also seems to be an ambiguity of laws in Coramantien. When Oroonoko meets Imoinda, the beautiful daughter of the deceased war general, the two immediately fall in love. Not long afterwards, Oroonoko asks Imoinda to be his wife, and Imoinda accepts: â€Å"After a thousand assurances of his lasting flame and her eternal empire over him, she condescended to receive him for her husband; or rather, received him as the greatest honour the gods could do her† (Behn 18). The two do not undergo an official wedding ceremony, the traditional way of uniting a husband and wife, but Imoinda’s acceptance of Oroonoko’s proposal seems to be enough to considered themselves married. When Oroonoko’s grandfather, the king of Coramantien, discovers Imoinda’s beauty and sends her the royal veil – an act that signifies Imoinda becoming one of his wives – Imoinda tells the king she can not be his wife because, â€Å"as by the laws he could not, and from his royal goodness would not take from any man his wedded wife, so she believed she should†¦tell him she was another’s and could not be so happy to be his† (Behn 19). The king, however, declares Imoinda and Oroonoko’s marriage null due to the fact that it had not been consummated yet. But later in the novel, when Oroonoko sneaks into the king’s otan and sleeps with Imoinda, Oroonoko believes he is not breaking any laws because of the promise they first made to one another, as well as the fact that the king himself had never slept with Imoinda. What actually constitutes a marriage in Coramantien is very hazy, and the vague nature of the marriages in Coramantien is reflective of the altogether lack of clearly defined laws in the country. Again, Europe’s definitive code and enforcement of laws is stiffly set against the system in place in Coramantien. Behn’s comparison of Europe and Coramantien – as well as the unspoken conclusion of Europe’s superiority – is largely based off the countries’ political and social structures and their system of laws. However, much like with the native Surinamese people, Behn also brings up the physical beauty of the Coramantiens. Behn refers to Imoinda as the â€Å"beautiful black Venus to our young Mars† and says of Oroonoko, â€Å"bating his colour, there could be nothing in nature more beautiful, agreeable and handsome† (16, 15). Again, Behn focuses on the color of their skin – that is, that it is not white – as being hindrances to their true beauty. Finally, Behn’s depiction of Coramantien seems very similar to the Old Testament of the Bible; the country’s constant engagement in warfare and the king’s possession of many wives are very biblical themes. Behn’s distinction of the people of Coramantien’ s appearances from the Europeans’, the indirect comparisons of the countries’ structures, and the biblical subtext of Coramantien’s society all suggest the innate superiority of the Europeans, as in the case of the Surinamese. Finally, Oroonoko’s characterization and the ways in which he relates individually to Surinam, Coramantien, and Europe are essential components of Behn’s presentation of European superiority. Behn is particularly fond of Oroonoko, describing him as having â€Å"humanity†¦[a] real greatness of soul†¦refined notions of true honour†¦absolute generosity†¦softness that was capable of the highest passions of love and gallantry† (14). However, Behn is sure to mention that these qualities are not products of his life in Coramantien; growing up, Oroonoko’s royal tutor was a Frenchman, and he also frequently communicated with Englishmen and Spaniards. It was from these interactions with Europeans that Oroonoko’s cultivated and polished character developed. So, while Oroonoko may be from Coramantien, his personality and disposition are products of European, not African, society. Behn also believes Oroonoko’s enslavement in Surinam is wrong because of his royal status and cultured nature. Oroonoko receives special treatment in Surinam, dressing in finer clothes and not having to do the same menial work as the other slaves. Behn believes this treatment is completely justified, because Oroonoko is a prince, and he has learned the ways of elegant, dignified European life, so to submit to the ways of slavery is the ultimate degradation for him and something he does not deserve. This belief is especially seen following Oroonoko’s death, when Behn says, â€Å"Thus died this great man, worthy of a better fate† (76). Behn is not necessarily against the institution of slavery as a whole, or the cruel ends the rebellious slaves of Surinam meet; however, she is against Oroonoko’s enslavement and his atrocious death, because he was both an African prince and a man of refined, European culture, as opposed to some lowly war captive deserving to be shackled and oppressed. Behn’s characterization of Oroonoko as largely European and her grief over the end that he meets are the final capstones of her overall argument of Western superiority. The depictions of Surinam, Coramantien, and especially the character of Oroonoko in Oroonoko ultimately present a convoluted image of European society as a whole. Behn emphasizes Coramantien’s disorderly political structure and obsolete, biblical ways of life, Surinam’s lack of technology and the simple-mindedness of its people, and Oroonoko’s heavily European-influenced persona to create an image of undeniable European supremacy. However, despite Behn’s argument that the Europeans are innately better than the Africans and colonial natives, there is an undertone in the novel that suggests the Europeans are also extremely immoral people. Behn makes it clear that Europe is the most advanced civilization, but because of its societal advancements of social order, religious practice, government, and use of technology, the European people have experienced an overall decrease in their morality. The comparisons Behn draws between the civilized countries of Europe, the primitive colonies of South America, and the quasi-developed countries of Africa ultimately argue that with each advancement a society sees, the innocence and virtue of its people grows more and more diminished.

William Shakespeare s Romeo And Juliet - 1304 Words

Shakespeare has been known for the use of old English and deeper meanings between the lines of all of his work. He is most known for Romeo and Juliet, the Tragedy of Othello, and especially his one hundred and fifty four sonnets. Sonnets are a 14-line poem that rhymes in a particular pattern. The sonnet, like any other work of Shakespeare, is very difficult to interpret and even more difficult for the poet to write himself due to the restrictions of length. Sonnets 1-126 start off with the affection the poet feels for another young man and how it becomes corrupt and unhealthy. Sonnets 127-154 then have to do with the poet and a new love interest, that just like the first one, doesn’t end up well. The sonnets weren’t published until 1609†¦show more content†¦But since she prick d thee out for women s pleasure, Mine be thy love and thy love s use their treasure.† (Shakespeare, Sonnet 20) Sonnet 20 is one of the most important poems within all 154 sonnets because many people believe that Shakespeare is actually expressing his homosexuality which was looked down upon and so he expressed it in a way in which it was difficult to fully comprehend. He also used â€Å"he† for the first half of the sonnets and then went on to say â€Å"she† to have us believe he was in fact talking about a woman. Analyzing the sonnet line by line, it appears that he is talking about a woman who is beautiful but can also change for she took the shape of a man even though she was intended to be a woman, and by adding one extra thing, nature has defeated him and because nature added that one thing, it prohibits the poet to love the young man, because he was meant for the pleasure of a woman and not another man. In fact, lines 1-126 involves the relationship that the poet has or better yet desires with this young man. Almost all of Shakespeare’s playwrights have to do with selfishness, desire and even betrayal. And some of these themes are seen happening consistently as the sonnets progress and the issue Shakespeare is trying to convey is becoming more apparent. In sonnet 1, â€Å"From fairest creatures we desire increase, That thereby beauty s rose might never die, But as the riper should by time decease, His tender heir

Art of Love - Ovid Essay - 1256 Words

The Art of Love Framing for a Misogynist The poetry of Ovid exemplified in The Art of Love is one of the only examples of the contemporary social behavior exhibited during the time of Rome. Ovid writes about social activities, proper style, women, and how to obtain them. Through Ovid’s perspective, there are three different ways to consider a woman. These three views include relating a woman to a game, a beautiful treasure, and as a means to assert social status. Comparatively, Andreas Capellanus writes in a way that makes women seem respected, worthy and as something to a man would willingly devote his life to. Both men have a clear fascination with women and their relationship to men. However, their distinct writing styles cause†¦show more content†¦The view Ovid takes on women is not always clear. In some passages he has a violent perspective on women. Ovid writes about how he easily could have taken advantage of women, displaying a negative viewpoint of ownership towards females. Similarly he says â€Å"never a virgin there was free from the lust of a hand†, which shows that men desire women, and a virgin is held as a high prize, one that is worth committing the act of adultery for (Art 1. 89-126). On the other end, Capellanus views the trophy of virginity as futile and counters that while you know â€Å"some other man is enjoying the embraces of your beloved, this will make you begin to value her solaces all the more† (2.2, 3). Furthermore, he makes the argument against adultery, again opposing the views of Ovid. Capellanus explains his argument in detail by stating that a man in love is adorned â€Å"with the virtue of chastity, because he who shines with the light of one love can hardly think of embracing another woman, even a beautiful one† (1.4, 2). Contrary to many men who believe that a man must be strong and not show a woman his tenderness, Ovid shares his heart, saying, â€Å"do not think it a shame to suffer her blows or her curses; do not think it a shame, stooping, to kiss her feet† (Art 2. 522-553) . This is simply an outstanding statement, as it serves to show the true emotion and character of Ovid. This statement cannot be taken lightlyShow MoreRelatedPlatoï ¿ ½Ã¯ ¿ ½s Symposium, And Ovids The Art Of Love1109 Words   |  5 Pagesphilosophers once said when asked to explain what love is, â€Å"[it] is of all passions the strongest, for it attacks simultaneously the head, the heart and the senses.† Since the beginning of time, writers and philosophers have been trying to discover the origins of this â€Å"attack,† and many attribute different reasons for this immense feeling. In both Plato’s Symposium, and Ovid’s The Art of Love, Aristophanes and Ovid attempt to address the genesis of love by asking: what is the feeling that drives us towardsRead MoreArt of Love744 Words   |  3 PagesThe Art of Love, written by Ovid, was a set of three books, the first being a guide or rule book on how to â€Å"pick-up† women and the second book a rule book on how to keep the woman you have or â€Å"caught† satisfied and interested in you. The third and final book that he wrote was written for women on what to do to catch and keep a man, since he felt it was only fair for women to also be â€Å"armed† when it comes to picking- up men. The rules that Ovid describes in The Art of Love are similar to the rulesRead More Promoting Morality in the Aeneid and Metamorphoses Essay1621 Words   |  7 PagesPromoting Morality in the Aeneid and Metamorphoses    Just as the authors of the Bible use an evocative, almost mythological vehicle to convey covenants and laws that set the moral tone for Hebrew and Christian societies, Latin poets Virgil and Ovid employ a similarly supernatural method to foster their own societal and moral goals in Roman society. Where Virgils Aeneid depicts Aeneas as the ideal, duty-bound Roman patriarch absent from the conflicted Rome of Virgils youth, Ovids MetamorphosesRead MoreEssay Music and Morality1472 Words   |  6 PagesGreek philosophers, society had the ultimate say in the influence of moral content in music. However, in the course of time, even up to present day, societies influence decreases as music makers continuously take more liberties in the practice of their art. In the early 400s B.C.E., Socrates, a well-known Athenian citizen, spent the majority of his time expounding his philosophy of life in the streets of Greece to anyone who cared to listen. His mission, which he explains in the Apology, was toRead MoreCan Beauty Stand The Test Of Time?1379 Words   |  6 Pagestime? This is an age old question that can be examined by comparing two works of art in different mediums from the Renaissance period and show how they share a common theme of beauty. The first piece is an exquisite painting by Sandro Botticelli, titled Birth of Venus, which shows a nude Venus entering the mortal world on a shell. The second work is a poem by Publius Ovidius Naso (known as Ovid), called The Art of Beauty, that demonstrates why it is important for Roman women to wear make-up andRead MoreOvid s Metamorphoses : A Collection Of Myths1627 Words   |  7 Pagesare confronted with a problem or a situation and how they react determines their fate. These fates take the form of physical alterattions. Often people transform into flora, fauna, or different human forms. In Metamorphoses the metaphors utilized by Ovid involve the natural world. These mataphors are natural for us to understand because nature is a common reference point for us all. While Ovid’s meaning behind the forms he chooses in his transformations seem simple, recognizing why characters are transformedRead More Augustan Poetry Essay830 Words   |  4 PagesPoetry Often through hardship and nearly insurmountable difficulty great works of art are born. Although years of bloodshed and civil war had plagued Rome since the death of Julius Caesar, some of the most powerful and influential literature in the western world was developed in that timeframe. During the Age of Augustus (approximately 43 BC – 17 AD) such great writers as Virgil, Horace, Livy, Propertius, and Ovid created epic masterpieces of literature and philosophy. It was through the collectiveRead MoreReflection Of Ovids Metamorphoss1330 Words   |  6 Pagespreceded it by twenty-one years, it is elusive and ironic, mythic rather than historical, and, as its name suggests, continually shifting its shape. Rather than chronicling and celebrating the monumentality of Rome and the grandeur of its emperor, Ovid here examines and reflects upon the passions and inner strengths and weaknesses of individuals. The Metamorphoses is a collection of tales rather than one complex story or se t of adventures. Many scholars argue that it is unified by the recurring themesRead MoreEros : Female Souls Thriving And Crumbling1735 Words   |  7 PagesEros: Female Souls Thriving and Crumbling The term â€Å"Eros,† referring to passionate love in English, has long been the mainstream of themes in drama, literature, arts, and cinematic media. The fascinating power of love has been exhaustively publicized, and the pursuit of love is diffused in streets and lanes. Conversely, in ancient times, many poets, especially Virgil, Ovid and Apuleius, described eros as such an evil spirit that it will destroy the female soul thoroughly, except for the one inRead MoreThe Art of Courtly Love, Consolation of Philosophy, and Sir Gawain and the Green Knight1454 Words   |  6 PagesThe Art of Courtly Love, Consolation of Philosophy, and Sir Gawain and the Green Knight Part 1: Consolation of Philosophy, written by Boethius 1. Boethius was a popular member of the senatorial family. He was a philosopher that agreed with Plato that government should be solely in the hands of wise men. After becoming consul, charges of treason were brought against him. He lived in a time in Roman society when everyone was mainly Christian. He was an Arian Christian and believed that Christ

How to Write an Academic Paper free essay sample

A paragraph has IA topic sentence IA controlling idea IAn essay has An essay sentence A (essay) thesis statement I Every sentence supports the topic sentence and the controlling idea Every paragraph supports the essay sentence and the essay statement Basic materials Of a paragraph development are details, reasons, and Basic materials of an essay development are paragraphs of details, illustrations reasons, and illustrations I Sentences are composed and arranged in a plan of major and minor Paragraphs are composed and arranged in a plan of major and minor supports I supports I Sentences are linked together with appropriate means of coherence I Paragraphs are arranged and linked together with appropriate means of I I coherence Most academic writing is longer than one paragraph. In fact, paragraphs are usually building kick) for essays. An essay is a group of paragraphs about one topic. Like a good paragraph, a good essay is unified and coherent. To achieve unity and coherence in both you can use the same techniques. You can classify essays and paragraphs according to the same purposes (process, cause/effect, etc. ), but an essay contains more details and examples than a paragraph.Therefore, it is a larger piece of writing(30TH Cook To guide(abstractly) readers through a piece of writing presented in an essay, a writer can provide(convenient) four basic kinds of signals: (1) Thesis and forecasting statements, to orient the readers to ideas and organization; (2) paragraphing, to group related (monochromatic) ideas and details; (3) cohesive devices, to connect ideas to one another and bring about coherence and clarity; (4) transitions, to signal legislations or shifts in meaning. Each essay has three major parts: an introduction, a body, and a conclusion. These parts correspond to the three major parts Of the paragraph, but they are longer. An essays introductory paragraph contains some general statements about the essay topic as its thesis statement (Tech, monoxide,e, Team agape, cohesively) or its main idea. Each paragraph in the body(Tech) of an essay supports the thesis statement. Each contains a topic sentence and major, and minor supporting sentences that are linked together coherently and that develop the essay The essays conclusion, like the paragraphs concluding sentence topic. Summarizes the essays main ideas and brings it to an end. The thesis statement of an essay is similar in purpose to the topic sentence of a paragraph. It presents the topic and the controlling idea for the whole essay.The thesis statement also often acts as a guide to other important information: (1 ) the PU repose and corresponding organizational structure of the essay (2) the writers point of view or opinion about the topic To help readers find their way in a written work, the writer can provide two kinds of renting information: thesis statements that declare (benefits)the main point and statements that, in addition to stating the thesis, previews the way the thesis will be developed. The thesis statement is usually a single statement that declares the essays main Idea. Like the focus of a picture the thesis statement directs the readers attention to the one idea that brings all the other ideas and details into perspective. A further important decision is where to place the thesis statement. Most readers expect to find some information at the beginning of the text that will give them a context for the essay. They expect essays to open with thesis statements, and they need such statements to orient them, particularly if they are reading about a new and difficult subject.A thesis statement placed at the beginning of an essay helps give readers a sense of control over the subject, them to anticipate(unapparent) the content of the essay and more easily understand the relationship between its various ideas and details. In short, informal essays and in some argumentative essays, a writer will give a direct statement of the thesis at the end. Such a thesis is designed to bring together the various pieces of information or evidence Scatterbrain) in the essay; in many cases, a concluding thesis is also used to point the way toward (Yeast nutty K)future Cobalt,OR). A special ski ND of thesis statement, a forecasting statement not only identifies the thesis but also gives an overview of the way that thesis will be developed, Some thesis statements mention the subtopics that will be treated in the essay.Each of these subtopics then becomes a separate paragraph in the body of the essay. Other thesis statements do not provide the subtopics, but they indirectly say what they will be. The thesis statement is the key to the essay. Without this key it is difficult to unlock the meaning of the essay. Direct Thesis Statement: The financial problems that small residential arts colleges face are the direct result of a decrease in the number of college-age students nationwide, an increase in the proportion Of those students who prefer t echnical and professional training over the traditional arts and the rapid and far-reaching effects of the distance educational movement. Indirect Thesis Statement: There are a number of causes for the financial problems that small residential arts colleges face. Read the thesis statements and answer the questions: 1 . Four major components make up the marketing mix of any successful business: the product itself, the product price, the means of product distribution, and the means of product promotion. What is the topic of this essay? What subtopics will be discussed? Is this a direct or indirect thesis statement? How many paragraphs will there be in the body of this essay? Does the writer express an opinion in this thesis statement? If so, what is it? 2. Depression strikes an increasing number of people each year and its effects can be devastating. What is the topic of this essay? What is the purpose of this essay? 3. You only have to scratch the surface to see how damaging competitive sports are to the overall psychological development of children. What is the topic of this essay? Does the writer express an opinion in this thesis statement? If so, what is it? Essay Introduction The introduction is what readers read first, so it is very important. The introduction presents the essay topic in general. In addition, through the thesis statement, the introduction guides the reader to the essays organization and purpose. The introduction should also include a hook (Kip-kook, mayhap).Something that attracts readers attention and makes hem want to read further(manse). Techniques for Writing Essay Introduction You can use many techniques for writing introductions. The ones described here are hooks to engage readers. 1 . Posing an interesting or controversial question or questions. This technique works well as a hook to draw the reader into the essay. After writers pose the questions, they give general ideas and background information and, finally, the thesis statement. (p. 1 5) 2. The funnel (Pokka) method. This is probably the most common technique to attract the reader. An introduction that uses the funnel method begins with general ideas about the topic.These ideas gradually(incoherent) become more and more they reach ICEBOX) most specific and focused point in(cooperative B Toque) the thesis statement. The funnel method is very common in academic writing. It is not always the most attention-getting method, but it is very effective in introducing readers to complex topics. 3. Using a relevant quotation. Writers who use this technique are careful to choose quotations written by authorities or by someone who says something especially relevant to their topic. They can then follow this quotation with related background information, which leads into the thesis statement. (p. 1 6) 4. Making a startling (ceHca14V10HHblVl) or dramatic observation or describing a scene in a dramatic, humorous, or otherwise interesting way. (p. 6) Further background(oceanographer) information then follows the dramatic hook of the opening, which leads to (Manama,AT K)the thesis statement. 5. Turning an argument on its head (p. 1 7) This fairly sophisticated attention-getting introduction begins with the sentence or two presenting a point of view that is really the opposite of what the writer wants to say. At the end of this introduction, the writer overturns(Nazarene nonparametric) this idea completely and presents the Hess statement, which is the opposite of what he or she started with. This type of introduction is especially useful when the purpose of the essay is to give an opinion or make an argument. Read the essay introduction and answer the questions You are what you eat.This saying is true, to a great degree, for all of us. Most of the food we take in acts as fuel and is gradually digested and converted to the muscle and other types of tissue in our bodies. However, recent research has confirmed that some foods do more than merely contribute to our physical health; some foods are important to our emotional lath as well. These foods are referred to by doctors and psychologists as mood foods or comfort foods, and their importance to our overall health cannot be overestimated. The process by which mood foods act on our bodies to relieve stress and to remote an overall feeling of well being is a three-step process. Which hook technique is used in this introduction? What is the thesis statement? Write it out. Introduction Checklist Did I use a hook? Does my introduction flow logically from general to more specific? Does my thesis statement provide the reader with a clear guide for the rest of the essay? Is the purpose of my essay clear? The Body of the Essay The body of the essay is usually presented in se veral paragraphs. Paragraph breaks (Doctor) are a relatively modern custom. It has changed in some forms of writing today. Many writers, especially in business now set paragraphs apart from the rest of the text by leaving an extra line of space above and below each paragraph.The lack of paragraph(etcetera napery$a(gaga)) breaks makes reading extremely difficult. Paragraphing helps readers by signaling when a sequence(unconventionality) of related sentences begins and ends. It tells you when you can Stop holding meaning(nonperishable Cambial) in suspension (Hypothetic, Henceforth). Paragraphing also helps readers judge what is most important in what they are reading. Writers typically emphasize(sheikhs nonagenarian-AT) important information by placing e) at the two points (a Aaa Mecca)where readers are most attentive the beginning and the ending of a paragraph. Many writers put information to orient readers at the beginning of a paragraph and save the most important information for the last.A writer can give special emphasis to K sociopolitical,1) by placing it in a paragraph of its own. The body of an essay notations enough paragraphs to explain(brochette), discuss, or prove the essays thesis statement. In each body paragraph the writer should discuss one aspect of the essays main topic. Each body paragraph has its own topic sentence, supporting sentence and a transition or concluding sentence. To ensure unity and coherence, good writers arrange the body paragraphs in logical order and join(encroachment) them with appropriate(aesthetically. Ovum) transition expressions (Pallbearer)that make them read smoothly (schnooks). Essay Conclusions The conclusion in an essay is the last paragraph or two.The purposes of all conclusions are to signal the end of the essay to add coherence by summarizing or resulting the essay us optics to add coherence by restating the essay thesis to leave the reader with the writers final opinion to make a prediction or suggestion about the topic of the essay One thing you should NOT do in a conclusion is introduce and begin discussing a new topic. If you do, you will leave the reader with an unfinished feeling and break the unity of the essay. Conclusion Checklist Does my conclusion successfully signal the end of my essay? Does my conclusion add coherence to the essay by a) restating the essay thesis? ) mentioning again the principle of organization and/or the items classified in my essay? C) us marring or restating the essay subtopics? Does my conclusion: a) leave the reader with my final opinion? B) make a prediction or suggestion about the essays topic? If anal Draft C hecklist Does my introduction have an effective hook? Will my introductory question/ s hook the audience? ) Did I include a thesis statement that contains a clear topic and controlling idea? What principle of organization did I use to classify? Did use only one principle Of organization? Does each of my body paragraphs have a clear topic sentence? Does each of y body paragraphs treat one topic? Did use transition expressions between body paragraphs to help make the essay coherent? Does my concluding paragraph have clear purposes? Does my concluding paragraph successfully signal the end of my essay? Does my entire essay have unity and coherence? Does my essay have a title? Strategies for Essay Writing. 1) Narration(anthologies) presents a sequence of actions(nocneA0BaTeflbHHocTb Abstractive) taking place over a period of time(unpronounceable a Etiquette neoprenes napoleon ephemera). This strategy is more typical for literary writing, academic writing not very often uses this strategy. 2) Description as a writing strategy uses naming, detailing and comparing. Naming answers the questions What is it and What are its parts or features. It uses the power of observation. Particular word choice is up to the writer. Detailing also uses the power of observation and answers the questions: What size is it? How many are there? What is it made of? Where is it located? What is its condition? What is its use? Where does it come from? What is its effect?What is its value? To add details to names, add modifiers adjectives, phrases and clauses. Modifiers make nouns more specific by supplying(enforceability) additional information about them. Comparing brings into play and uses simile(cheaper) and metaphor. A simile expresses similarity by using the word like or as to give comparison. Metaphor describes a thing as though it were the other(acne1 661 Aha able Papyri,MM). You should try to(Catawba) avoid(Laureate) using expressions, comparisons that are so overused(interpenetrate) that that they have become predictable and do not a description. The kiss was as sweet as honey. Am as busy as a bee. What is a Classification Essay? Classification (sometimes called classification and division) is the process of establishing categories, of grouping items that share certain characteristics. Sometimes one can wish to break categories down into smaller units (division). Writers use classification essays to group items according to their similarities and differences. Items are combined into a number of discrete groupings and then each group is labeled. In many instances classifying is a matter of dividing something into its constituent parts in order to consider the elements of each part separately. Classification involves more than just making a list of items.When you classify, you impose order on the list. To decide on the order to use, you choose a principle of organization. This is the guideline or method that divides items into groups. For example, the paragraph Writing for a purpose in Exercise 1, unit 1, p. 3 classifies paragraphs and essays. The principle of organization is according to their purpose. This organizing principle allows the writer to divide paragraphs and essays into different groups and categories based on the purposes for which they are written. As a strategy, classification and division serve as a means of organization, of creating a framework for the presentation of information. The most important concept to keep in mind in classifying or dividing is that you are establishing a variety of levels. You must not confuse major and minor categories. The following guidelines should help you to prevent this 1. Use only one basis at a time (if you classify cars according to the error. Size do not include another basis. Say, color). 2. Choose a basis consistent with your audience and purpose (always take into account the possible readers of your paper: your group mates, teachers, schoolchildren and so on). 3. Avoid overlap (cognizant, nonappearance, cacti,UH expatiate) (Make sure that no single item could logically be placed in more than one category of your classification or in partition.Overlapping generally results from changing the basis of classification. ). 4. Be inclusive (Homeroom He Napoleonic) ( be sure to include all the categories). 5. Arrange the categories in a logical sequence (after establishing your categories and subcategories of classification or partition, arrange them according to some reasonable plan: time (first to last), space (top to bottom), importance (most to least, and so on. ). Classification is common in professional and academic writing. For example, scientists classify types of genes; business people categorize marketing strategies; dancers classify dance steps. The same set of items can be classified in different ways using different principles of organization.Study this example: Items to be classified: cars Possible principles of organization: size, price, power, comfort, speed, safety. When you divide materials up, you must be sure the division meets several basic requirements. First of all, it must be appropriate to your writing purpose. You shouldnt divide material simply to have smaller bits of information. Your divisions should be consistent (unchallengeable7), exclusive (L,cure-cannelloni) and complete. These may be defined as follows: Consistency. The resulting parts must all be based on the same principle of division. Exclusiveness. Parts resulting from the division should not overlap. Completeness. No important parts should be omitted in the division.The principle of division, one uses, depends primarily on ones purpose. Most topics can be divided in a number of ways. For example, based on the purpose of the study, a team of sociologists might divide a surveys respondents according to age, education, education, income, answer given to particular question. The division results from the writers analysis of the topic and of all information gathered regarding the topic plus any idea or insights he or she may have. Only full and thoughtful analysis of the topic and a carefully defined principle of division can assure that the division or system of classification will be consistent, exclusive, and complete.To maintain unity in classification essays, it is important to use only one organizing principle when you classify the items in a group. If you use more than one, the classification system breaks down, and your essay will lose unity. For example, you might classify flowers according to their color: red, orange, yellow etc. If you then include a group labeled tall, you will have changed the principles of classification and will confuse your reader. There are many techniques for adding coherence to paragraphs and essays. Effective use of transition expressions is one of the most important of these techniques. Transition expressions: One/another/ a third Classifying word one + classifying word Function: begins the classification process; gives the first category Use: One is a determiner and is followed by another classifying noun or pronoun which pacifies the organizing principle. Examples: There are several types of cars, depending on their size. One type is the compact car. Popular Flowers are often categorized according to their color. One color is red. Another + classifying word Function: to signal the introduction of a category that comes after another category Use: Like one, another is a determiner and is followed by a classifying word such as type, or category or by another classifying noun or pronoun that specifies the organizing principle. Examples: Another type of car is the mid-sized car. Another very popular color for flowers is blue.A Process Essay The authors use process essays to explain the steps or stages in processes or procedures. A process essay is organized chronologically, that is in order of time. Process essays describe steps or stages that follow each other in time. This time can be relatively short (the steps involved in winking your eye) or relatively long (the stages involved in the formation of river canyons). Process essays can be Of two types: instructional and analytical. Instructional process essays are how-to essays. They instruct the reader about how to do something, for example, how to ride a bike, how to plan a vacation, or how to ass a difficult test.The reader is being taught how to recreate a process. Analytical process essays tell the steps involved in how something works or how something happens or happened. This type of process essays doesnt give directions for readers to follow. Analytical process essays are often used in academic writing. For example, to explain the steps in an experiment. Anthropologists use this type of writing to explain, for example, the marriage customs of different cultures. Specialists in literature use analytical process essays to explain the steps they follow when analyzing poetry and prose. The deader is learning about a process but is not necessarily expected to recreate that process.Identify each process essay thesis statement as instructional (l) or analytical (A). 1. Follow this recipe and youll end up with a heavenly angel food cake. (l) 2. The digestive process involves several related steps. 3. All it takes to build a beautiful deck is the right tools and these easy-to-use guidelines. 4. To test the chlorine in your swimming pool water, use this test kit and follow the instructions carefully. 5. By 7. 00 in the morning, a sheep rancher has already completed a series of very demanding chores to get his weep ready for the day. The Structure of a process essay contains the following components: 1 . A general introduction that tells the reader what the process is and what it is used for. . A step-by-step description of the process 3. A conclusion that summarizes the description and tells how the steps work together. Introductions in Process Essays As with other essay introductions, process essay introductions name the topic (the process to be described). They also give the reader information about the essays organization (chronologically-ordered steps or stages). In process essays, the thesis statement is often very direct. It can be something as simple as There are four Steps in tying a shoe, or it can include a persuasive idea, as in The four steps involved in tying a shoe can be quite difficult for a 5-yearned child. This statement would require the writer to both describe the process of shoe tying and discuss its difficulties for a young chi lid. One effective hook for process essays is the fun Nell method. In writing introduction answer these six questions about the process: 1 What is the process? 2. What is its function? 3. Where and when does it take place? 4. Who or what performs it? 5. How does it work? 6. What are its principle steps? The body of the process description treats each major step as if it were a process. Although the structure of the step-by-step description should be chronological, dont present the steps as if they were individual processes that have nothing to do with one another. In many cases, one step leads to another causally.Your readers will find it easier to understand and remember your description of a process if you clearly explain the causality in addition to chi ornithology. The steps should be discussed in the present tense, unless you are writing about a process of the historical past. Conclusions in Process Essays Process descriptions usually do not require long conclusions. The conclusion to a process essay, like all conclusions, should bring the essay to a close. It often sums up the process and discusses its results. A short paragraph, summarizing the principle steps is all that is needed. Unity in Process Essays It is sometimes a challenge to make your process essay unified ? to decide what to include and what to omit. Your process should be complete and not to leave out any important steps.