Persuasive Essay Topics For Middle School Students

Persuasive Essay Topics For Middle School StudentsIf you're stuck on essay topics for middle school students, here are some suggestions. It's all about balance; no topic is better than another, but some will be more effective than others.In the beginning of this article I said that you should try to use persuasive essay topics for middle school students with different objectives. Many writers are tempted to write about subjects that are controversial in a community. The truth is that this isn't as important as it sounds. Students, especially those in middle school, have too little experience to make sense of a moral argument or stance that goes against their beliefs and wishes.However, they can get stuck on essays that deal with more controversial subjects because middle school students aren't very interested in what other people think. In fact, they don't want to listen to someone else's opinion. And that's okay. In fact, by using this type of essay topics for middle school students , you're less likely to offend them. Make sure that you're not making your views too much of a mystery, or you'll be doing more harm than good.With this in mind, you can use persuasive essay topics for middle school students that present arguments in a moderate light. The goal is to try to show your viewpoint in a way that doesn't call into question someone else's view. There's nothing wrong with explaining how an idea works or supporting your belief with a well-reasoned argument. Of course, you'll want to avoid being too direct.A good way to begin a persuasive essay topics for middle school students is to start off by asking the question: 'Why do you believe what you believe?' By focusing on this question, you have already demonstrated your own reasoning ability. The more successful you are at explaining your position, the more credibility you'll gain in the eyes of your reader.So how do you make this argument? Do a couple of research articles and start making a case against your o pponent's belief. Talk about how your view of a situation or theory supports the way you understand the world. Finally, you should make a reference to a book, news report, or other source that backs up your belief.This format can be difficult to follow, but it's really effective when you do it right. A lot of middle school students are in a state of denial when it comes to issues related to religion, politics, and culture. By starting the essay with a provocative question and establishing your own belief before dealing with the opposition, you're much more likely to convince them that you're right. Of course, you have to be careful to not give them too much ammunition; once they're convinced, you need to be firm but fair.By following these ideas, you'll be able to apply persuasive essay topics for middle school students, whether you're writing for a grade-level class or a SAT. Always consider who your audience is and what their needs are, then develop a plan to meet those needs.

Keynesian Economic Was Developed By British Economist John...

Keynesian economic was developed by British economist John Maynard Keynes during the 1930s as a way of understanding why the great depression happened. Keynes felt that if government expenditures increased and taxes were lowered, then the global economy could be pulled out of the depression. Macroeconomics is the study of national and regional economies. It examines economic factors like unemployment, gross national product, consumption, Inflation rates, Business cycle fluctuations and foreign trade. Keynes point of view about the Macro Economy was that the government must step in to correct the instability of the economy. If the economy faces a recession, government must increase demand by spending more; lowering taxes; lowering interest rates and increasing welfare. If the economy faces a time of inflation, the government must reduce demand by spending less; raise taxes; increase interest rates and reducing welfare. Fiscal policy is the use of government spending and taxes to control the economic activity of a country. This is decided upon and implemented by Congress. Macroeconomics mainly focuses on the total output generated within an economy. The dollar value of all goods and services produced within a nation during the course of a year is the Gross Domestic Product. Economic growth, which is the increase in Gross Domestic Product over time, is one of the 3 biggest goals. The other two are full employment and price stability. During a recession, a one-timeShow MoreRelatedBiography of John Maynard Keynes Essay990 Words   |  4 PagesThroughout the history of economics, there have been many experts and professors whose ideas and theories have fundamentally affected our thoughts and practices, but none has been as influential on this subject as John Maynard Keynes. He was a British economist who revolutionized economic thinking and to this day his work continues to be appreciated and utili zed by many into what is known as â€Å"Keynesian Economics.† John Maynard Keynes was an Englishman born in 1883, who went on to become one of theRead MoreJohn Maynard Keynes Contribution to the Theories of Macroeconomics805 Words   |  3 PagesDescribe John Maynard Keynes contribution to the theories of Macroeconomics. Why was he such an important economist? Discuss the theories of two other 20th century economists who made a significant contribution to the study of economics. John Maynard Keynes is one of the founding fathers of the modern economic thought. So influential was John Maynard Keynes in the middle third of the twentieth century that an entire school of modern thought bears his name Keynesian Economics (Library of Economics andRead MoreMilton Friedman And John Keynes Are Two World Renowned1143 Words   |  5 PagesMilton Friedman and John Keynes are two world renowned economist, with many similar and contrasting views that have helped set the foundation of our economy. Friedman s ideology on subjects such as the Monetary Policy, Gold Standard, and the Theory of the consumption function are what made him a extremely impactful economist. Keynes has made his impact on the modern day world as well in many aspects. Both of these economists have helped pave the way to a better, more efficient economy. MonetaryRead MoreJohn Maynard Keynes : Multiplier Effect1603 Words   |  7 Pages John Maynard Keynes: Multiplier Effect In 1931, a British economist named Richard Kahn introduced what is known as the multiplier effect. In Kahn’s article, â€Å"The Relation of Home Investment to Unemployment†, he first introduced the multiplier effect which in turn ended up being his most notable contribution to the field of economics (Richard Kahn, Baron Kahn.). The multiplier effect can be defined as how aggregate expenditure, for example government spending, causes an increase in output. AccordingRead MoreMacroeconomic Theories Of Macroeconomics And Classical Economics999 Words   |  4 PagesMacroeconomics is a branch of economics dealing with the performance, structure, behavior, and decision-making of an economy as a whole, rather than individual markets. This includes national, regional, and global economies. With microeconomics, macroeconomics is one of the two most general fields in economics. There are two major macroeconomic theories that economists use to describe the economy. Those theories are Keynesian and Classical. Each theory has a different approach to the economic study of monetaryRead MoreEssay Keynesian Economics1662 Words   |  7 Pages Macroeconomics is the branch of economics concerned with the aggregate, or overall, economy. Macroeconomics deals with economic factors such as total national output and income, unemployment, balance of payments, and the rate of inflation. It is distinct from microeconomics, which is the study of the composition of output such as the supply and demand for individual goods and services, the way they are traded in markets, and the pattern of their relative prices. At the basis of macroeconomicsRead MoreKeynes Macroeconomic Theory Essay1181 Words   |  5 Pagesthe reasons for the macro-economic instability challenge the prevailing economic orthodoxy? After 100 years of the industrialization era modern economics began to see a change and shift of ideas. These ideas were brought to the front by John Maynard Keynes, who in 1936 transformed much of the modern economics by a single book The General Theory of Employment, Interest and Money. Keynes also wrote other titles as well as ‘A Tract on Monetary Reform (1923) which was an attempt to secure a monetaryRead MorePaper on Keynesian Contributions to Public Finance.2759 Words   |  12 PagesPAPER ON KEYNESIAN CONTRIBUTIONS TO PUBLIC FINANCE 1. Impact of Keynesian Revolution on Public Finance In 1936 British economist John Maynard Keynes published The General Theory of Employment, Interest, and Money. Distressed by the failure of national governments to cope with the Great Depression, Keynes rejected many assumptions of classical economics and argued that state intervention, and in particular regulation of interest rates, could control inflation and minimize unemployment. What howeverRead MoreKeynes Theory of Income and Employment3130 Words   |  13 PagesKEYNES THEORY OF INCOME AND EMPLOYMENT CONTENT OF REPORT †¢ CLASSICAL THEORY OF EMPLOYMENT †¢ KEYNES CRITICISM OF CLASSICAL THEORY OF EMPLOYMENT †¢ KEYNES THEORY OF INCOME AND EMPLOYMENT †¢ SIGNIFICANCE OF KEYNES THEORY †¢ Criticism on Keynes’ Theory KEYNES THEORY OF INCOME AND EMPLOYMENT The theories of employment are broadly classified into two: (a)  Ã‚  Ã‚   Classical theory of employment (b)  Ã‚   Keynesian theory of employment. The classical theoryRead MoreThe Relationship Between Keynes And Social Democracy Essay1911 Words   |  8 PagesKeynesianism is an economic theory believed to have been developed and propagated by John Maynard Keynes, who was a British economist. Keynes postulated that economic growth and reduced unemployment can be aided via the executive`s fiscal policies inclusive of spending to reinvigorate the economy, tinkering with interest rates, and appointment of confirmed statutes on market economics. This theory was developed in the 1930s as a way of better understanding the Great Depression. Keynes championed for

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Short Story Inside The Room - 1394 Words

Inside the room, Mr. Nachton Arthbutnott sat waiting in eager anticipation of her arrival. Although his medical record stated eighty years as his chronological age, his biological age seemed closer to sixty years, according to his laboratory tests and fit, muscular appearance. Despite his long Santa Claus beard, button nose, and rosy red cheeks, he was anything but jolly for he had a curious penitent expression on his face. Although usually laconic, he was loquacious on one particular topic. With brooding owl eyes, he searched Surina’s face as she sat down at her desk. Try as she might, she had difficulty remembering ever meeting the dour Nachton Arthbutnott. â€Å"Dr. Mathew, I am so glad to meet you finally,† Nachton said in a taut anxious voice while wringing his hands. â€Å"By the way, how is the Greysville Quadrant Hospital on Earth? I know someone who works there, Dr. Rod Stinguard!† Like fingernails grating on a chalkboard, the sound of Stinguardâ €™s name reverberated in her ears. Surina’s heart sank to the floor since Stinguard was the last person that she wanted to discuss. Feeling a little queasy, she finally mustered enough strength to ask, â€Å"How do you know Stinguard? Is he a relative of yours, Mr. Arthbutnott?† â€Å"You could say that he was once a long time ago,† Nachton replied cryptically, all the while biting his lower lip and stroking his bushy whiskers. â€Å"I read about you working at the Greysville Quadrant Hospital, so you must have run into Stinguard. IShow MoreRelatedQuiz : Mad Lib Story1166 Words   |  5 Pages#********************************************************** # Program : Mad Lib Story # Author : Kai Szucs # Due Date : Sunday 18th # Description : A (kind of) short mad lib story #********************************************************** #Inputing the extra math and random commands import math import random #ASCII art Title print commands #To spice up the title! #credits to www.patorjk.com for an awesome text to ASCII art generator print( This is... ) print( ââ€"ˆââ€"ˆââ€"ˆââ€"ˆââ€"ˆâ•â€" ââ€"ˆââ€"ˆâ•â€" ââ€"ˆââ€"ˆâ•â€" Read Moreanalysis of the way up to heaven1422 Words   |  6 Pagesï » ¿ The short story that I chose to be the subject of my literature analysis is â€Å"The Way Up to Heaven†,written by the famous author named Roald Dahl. In my opinion,Roald Dahl wanted to convey that marriage was supposedly being built by having tolerance and understanding as its base.Its the other other way round when it comes to the Foster’s in the short story.This short story was simply about Mr. Foster who loved to make her wife,Mrs.Foster suffering by delaying time knowingly thatRead MoreAn Analysis Of The Yellow Wallpaper1087 Words   |  5 PagesIt wasn’t until nearly a century later that it was regarded for what it truly was: a gothic classic in feminist literature. Some of the first readers of Gilman’s short story indulged in it simply for the creepines s and wonder of the story. These readers didn’t entirely realize that â€Å" The Yellow Wallpaper† also gives the reader an inside look at how women were treated and thought of during this time period as well as giving the reader a glimpse into how women who had fallen mentally ill were treatedRead MoreThe Sun Parlor, By Dorothy West1739 Words   |  7 Pagesto avoid leaving as much as a fingerprint on it? Well, if you have, then I think you will relate to this short story by Dorothy West. The Sun Parlor, by Dorothy West, is a fictional story about a room in a family’s house. A room that started off so plain, and probably a little bit unappreciated, then one summer, it was transformed. It was so entrancing, warm, and welcoming, it soon became a room everybody wanted to be in for various amounts of reasons. It was as if the sun parlor were a rollercoasterRead MoreThe Yellow Wallpaper and Where Are You Going, Where Have You Been850 Words   |  4 PagesGoing, Wh ere Have You Been? In the two short stories, The Yellow Wallpaper by Charlotte Perkins Gilman and Where Are You Going, Where Have You Been? by Joyce Carol Oates, the narrator of The Yellow Wallpaper and Connie from Where Are You Going, Where Have You Been? both deal with some eerie situations. In The Yellow Wallpaper written by Charlotte Perkins Gilman, the narrator suffers from nervous depression which causes her to stay locked in this room doing nothing active until she actuallyRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman1143 Words   |  5 Pagesnovels, poetry and short stories. She was a woman who was educated; her writing reflected her knowledge, relating to her strong thoughts on woman’s rights and independence and how women of Victorian times suffered from this lack of rights. In her short story â€Å"The Yellow Wallpaper†, Charlotte Perkins Gilman conveys her views on feminism and how women are treated through characters who represent this treatment. The characters she uses help the reader really get drawn into her story; keeping them intriguedRead MoreThe Tell Tale Heart By Edgar Allan Poe1133 Words   |  5 Pagesmay not contain all of the gothic elements, it is the epitome of a gothic short story. In The Tell-Tale Heart, the setting seems to be inside an old house, which strengthens the atmosphere of mystery and suspense. The madness and overall insanity of the narrator illustrates the sense of high, overwrought emotion. The presence of creaking hinges and the darkness represent the metonymies of gloom and horror throughout the story. Sustaining the atmosphere of the gothic, the appropriate vocabulary alsoRead MoreThe Yellow Wall Paper By Charlotte Perkins Gilman819 Words   |  4 Pages In the short story â€Å"The Yellow Wall-Paper† the author Charlotte Perkins Gilman displays the central idea that no one can really know how it feels to be trapped in a way, but it can quickly happen to anyone. The story would be seen through a first person narrator point of view through the narrator whose name is never actually stated in the story other than in a quote at the end of the story where she says â€Å" I’ve got out at last despite you and Jane†, it is believed that Jane is the narrator. Jane’sRead MoreThe 1950’s -1960’s was a tough time for African Americans. Struggling for freedom since the 19th700 Words   |  3 Pagesthey were finally closer to getting what they deserved. Alice walker’s short story, â€Å"Everyday use,† describes the different stances blacks had during that decade. The author uses characterization, symbolism, and theme to demonstrate African American viewpoints during the civil rights movement. Characters are picked carefully because without them the plot of the story is nonexistent. In Alice walker’s short story, â€Å"Everyday Use,† there are three main characters. Mama is a â€Å"large, bigRead MoreA Rose For Emily By William Faulkner1729 Words   |  7 Pagesthe short story â€Å"A Rose for Emily† by William Faulkner, this mysterious person is Emily Grierson, and the curiosity of her house is a common interest among the whole town. Set aside from the mystery of Emily Grierson and her home, this short story holds a few mysteries within itself. Who exactly is telling this story, how in the world are they so knowledgeable about Miss Emily, and how does the â€Å"rose† in the title of this story actually relate and tie in? â€Å"A Rose for Emily† is a short story that

Criminal Law Revision Notes free essay sample

Proximity test: (R v Eagleton): How close is the accused to committing the final act that constitutes the offence? Substantial step test: Has the accused made substantial progress towards completion of the offence? Consider how much progress has been made and what is left to do. †¢ Unequivocality test: (R v Williams): requires that there be ‘no possible innocent explanation for the accused’s conduct’. (Any conduct which might have an innocent explanation cannot be brought by the prosecution as evidence). A precise test, but considered too restrictive. †¢ Last step test: (R v Chellingworth): Has the accused taken the last step towards the completed offence? Voluntary desistance (s4, par. ): If the accused does most of the acts required to constitute the offence but then stops, it is generally no defence (although may be considered in sentencing). Impossibility (s4, par. 3): †¢ Legal: It is impossible for the accused to commit an offence only where th ere is no offence at law to capture the defendant’s conduct (e. g. if the defendant mistakenly believes that it is an offence to acquire a certain weapon, but attempts to do so anyway = no offence). BUT, †¢ Factual: if the offender tries to commit an offence but the offence cannot be committed for factual reasons, this is still an attempt: English. eg, the offender tries to import drugs, but the ‘drug’ is talcum powder)’ Conspiracy: [not in exam] †¢ takes place before any preparatory action. (An offender is usually not charged with conspiracy and a completed offence. , so conspiracy is not relevant if an offence is actually committed). †¢ No definition in Code, defined in common law as ‘an agreement between 2 or more persons to achieve a common objective’ (R v Campbell). (note: agreement must be reached. Not sufficient that parties were in communication). †¢ There must be an intention to do all the elements of the offence. There must be a positive intention – recklessness will not suffi ce. †¢ If there is no agreement, there is no conspiracy – BUT, it is not necessary that all conspirators know one another. †¢ When 2 or more conspirators are charged, the fact that A is acquitted does not necessarily mean B will be as well (R v Darby). †¢ You can’t conspire to do something that is legally impossible. †¢ You can conspire to do something that is factually impossible. Aiding s 7(b) and (c) †¢ What is the principal offence and who is principal offender? Deal with them first †¢ Then distinguish from counselling; presence, constructive presence  · Law: Aiding is providing support, help or assistance (R v Beck) to the PO. Aid is generally given to the PO during the commission of the offence, but can be before the offence (Ancuta). If a person aids another in the commission of an offence they will be liable for the primary offence under s 7(b) or (c).  · First, there must be proof of a Principal Offence actually committed, although conviction of a Principal Offender not necessary (R v Lopuszynski). There can be joint Principal Offenders (Mohan v R). define  · (b): requires proof of assistance being given for the purpose of aiding the commission of the offence. Therefore, an accused can act with the purpose of aiding but not actually aid, and still be liable (R v Arnold).  · 7(c): does not specify mental element, but has been held that ‘aids’ means ‘knowingly aids’( Jervis v R: ‘aids’ h eld to be a word that carries an inherent mental element).  · In both 7(c) and (d), the accessory must have actual knowledge of the future offence they are aiding, as opposed to merely a suspicion (although this knowledge can be inferred from proof of exposure to the obvious). It is sufficient that the accused contemplates the type of crime to be committed by the PO it is not necessary that its precise details be known (Ancuta). Recklessness, however, is an insufficient mental state for aiding. (Giorgianni).  · Variable: Where the offence is one requiring fault elements, the accused must also have actual knowledge that the principal offender possessed the fault element for the principal offence (Stokes and Difford).  · Variable: Non-interference to prevent a crime is not an offence BUT the fact that a person is ‘voluntarily and purposely present’ and offers no opposition may be grounds for a jury to find that he aided. Positive action NOT essential (Coney). Passive presence at the scene is aid, IF the accused knows his/her presence is encouraging/supporting the PO (e. g. , combination of prior aid and continued nondissociating presence may constitute implied offer of continuing aid = aid under s7) (Beck).  · Apply to facts  · Conclude Counselling or Procuring: s 7(d)  · Law: If a person counsels or procures another to commit an offence they will be liable for the primary offence under s 7(d).  · Procure means to provide information or material assistance to the PO, and that the provisions cause or bring about the crime (R v Beck). ‘Procuring’ involves intentionally causing the commission of the offence. Humphry v R: ‘procure’ means to produce by endeavour, and one procures a thing by setting out to see that it happens. The accused must also have an intention to assist (Georgianni v R) the PO and general knowledge of the planned crime (Ancuta).  · Counselling means advice or encouragement (Stuart v R) before the commission of the offence. The counsel does not need to cause the crime (R v Coney). Section 9 extends liability beyond s7(d). [again, not really helpful here. You need to look at 7(d) direct, and only if that is not gven, you mention section 9] If it is established that the accused counselled the PO to commit the offence, then a jury must determine if the offence was a probable consequence of the counsel. Probable is defined (Darkan v R) as more probable than not, or of probability less than 50/50, but more than real chance.  · Apply to facts  · Conclude Common purpose, s8 Liability under s8 attaches when one of the parties goes beyond the common unlawful design/ plan. (If parties are within common plan, s7 enough for determining liability).  · Law: When two or more persons together form a common intention to prosecute an unlawful purpose the court will regard them as joint principal offenders. The prosecution must establish that; (1) the accused formed an intention to prosecute an unlawful purpose (Brennan v R); (2) the PO committed the unlawful purpose (R v Phillips and Lawrence); and (3) the principle offence must have been a probable consequence of the prosecution of the unlawful purpose. Test of whether ‘probable consequence’ is objective (Stuart v R). Probable is defined (Darkan v R) as more probable than not, or of probability less than 50/50, but more than just a ‘substantial or real chance’. There is no liability if PO unexpectedly departs from the common purpose and commits an offence that was not within the contemplation of the accessory and was not a probable consequence of the common purpose (R v Anderson and Morris)  · Apply to facts  · Conclude Withdrawal s 8(2) †¢ Law: An accessory will not be liable until the PO is actually committed (s 8(2)). The accused can terminate their involvement and escape their liability if they; (1) withdrew from the prosecution of the unlawful purpose; (2) by words or conduct communicate their withdrawal from the unlawful purpose to those invloved in the PO; and (3) take reasonable steps to prevent the commission of the offence (R v Menniti).  · Apply to Facts  · Conclude Fraud (not in exam) †¢ Law: Fraud is when an owner parts with their property under false pretences. It is defined in s409 as (1) any person; (2) with intent to defraud; (3) by deceit or any other fraudulent means; (4) obtains property from another person. An intent to defraud is discussed in Balcombe v De Simoni. It requires an intention to induce, and does induce, another to act  ·  · ? Deceit or other fraudulent means are generally statements of fact that the defendant knew to be untrue (R v Carpenter). But the definition is very broad. ? Obtains is defined in s1 as obtaining possession of property. Possession wi thout ownership is enough (Seiler v R). ? Property in s1 includes everything, animate or inanimate, that is capable of ownership. Apply to facts Cobclusion

Biographical Analysis of John Mcwhorter Essays

Biographical Analysis of John Mcwhorter Essays Biographical Analysis of John Mcwhorter Paper Biographical Analysis of John Mcwhorter Paper Han Bin Kim Comp II, Class B Assignment 2, Draft 1 February 23, 2013 John McWhorter Interview Over the years I have interviewed a good number of people, but there has never been anyone quite like John McWhorter. Upon reading the article â€Å"The Cosmopolitan Tongue: The Universality of English† as published in the 2009 Fall edition of World Affairs, I found myself delighted by the mellow but powerful tone and the writer who could use it with such ease. Here was a man with brains, consideration, and humor. Lost in my reveries about what McWhorter would be like, I didn’t quite realize that I had somehow dialed his office number until a deep voice filtered through the receiver. â€Å"Yes? McWhorter speaking. † With a tingling sense of nervousness I had forgotten since my rookie days, I introduced myself and asked if he could spare time for a brief interview. He replied, â€Å"Interviews, my dear sir, are rarely brief,† and I could almost hear his smile. There was that brilliant wit which had inspired him to state that there were â€Å"no feminine-gendered tables that talk like Penelope Cruz. (McWhorter, 251) After a turn or two of friendly wrangling, he gently suggested meeting Saturday afternoon at a quiet cafe we both knew. I agreed to the designated rendezvous and, unable to control the temptation, asked, â€Å"How long have you said cafe like that? † The way McWhorter pronounced the word was this: the ‘c’ was sweeter and lighter, in the way I talians and Spaniards speak, and the ‘f’ was said like a soft ‘p’- sounding simply foreign. He said simply, â€Å"Since I was very young. I already knew that he had â€Å"taught himself languages as a hobby since childhood† (McWhorter, 247), and unsatisfied as I was with his answer, I vowed that Saturday would be a new day. On Saturday afternoon I drove down a peaceful country road and walked silently into the cafe. A tall man stood with his back to me, gazing out the large French window, and without prologue asked, â€Å"Isn’t that a beautiful poem right in front of us? Anne Shirley said it a century ago, but I’ll take the liberty to repeat it. The lines and verses are only the outward garments of the poem; the real poem is the soul within them†¦ and that beautiful scene is the soul of an unwritten poem. † I smiled quietly at his analytical but sensitive analogy, reminded immediately of his description of the word ‘al- â€Å"an evergreen branch, a word whose final sound is a whistling past the sides of the tongue that sounds like wind passing through just such a branch. † (McWhorter, 247) I later asked him what his childhood nickname had been, and laughing, he confessed that he had most often been called â€Å"poet†. Small wonder for a man who could condense a long, everyday sentence- say, for example, â€Å"there are an innumerable number of books that could have summed up to no mean weight†- into three pithy, creative, imagery-filled words: â€Å"Bookstore shelves groan. † (McWhorter, 247) He folded his long self into the armchair, crossing his legs, and leaning slightly forward he told me to sit down. As I sat, I remarked, â€Å"You look a great deal like I imagined you to be. † His quiet question and intelligent gaze compelled me to elucidate. I had gathered much of the premises from his writing. The contrasting thoughts â€Å"I hardly rejoice when a language dies† (McWhorter, 247) and â€Å"Would it be inherently evil if there were not 6,000 spoken languages but one? † (McWhorter, 252) could hardly have revealed themselves in a single piece of writing unless the writer was a man of exceptionally precise, cold logic. Thus I had already envisioned the deep-set, handsome eyes that flashed fire from under his brow, and the firmly set mouth. I had also imagined him to be a handsome man, and he was that, too. Humor saved the chin from tapering too sharply, the mouth from being dour: â€Å"Spanish speakers do not go about routinely imagining tables as cooing in feminine tones. † (McWhorter, 249) McWhorter laughed at my analysis, wryly telling me that I should have gone out for professional work in physiognomy, and handed me the menu which the waitress had left by his side. These little considerate actions which I had noticed during the phone call and the three minutes I had met him, inspired me to ask if he had always been so considerate. He looked surprised. I have never thought myself considerate,† he said slowly, â€Å"I am often told that I am too frank with my words. Before I make my opinion on something, I look at it from all perspectives to check that it is perfectly reasonable and logical. But once I make it, I say it without stopping to think if people who think otherwise will be hurt by my words. † I protested. I had already known that he was a considerate per son just by reading his article; namely, the welcoming way with which he drew his readers in: â€Å"Most Americans pronounce disgusting as â€Å"diss-kusting† with a k sound. Try it- you probably do too. )† (McWhorter, 248) The tall man leaned back in the armchair and laughed. â€Å"My dear friend, every writer is obligated to welcome his readers. Readers are the laziest species that ever drew breath, and if they don’t feel welcomed, they won’t read. As for being patient in littler things- well, I don’t know if this is very relevant or not, but I read five versions of the Talmud, each one progressively harder, when I was in middle school. I’m pretty sure junior high was when my interest in Hebrew peaked. The Talmud was a pretty good source of linguistic and cultural knowledge, and some of the moral standards made pretty logical sense, so I adopted them as my own. † It was relevant. Being considerate in a gentlemanly way, however, was different from the deferential attitude that McWhorter always took on when dealing with other cultures. More curious was how completely he seemed to understand each language, from its origin to how the people felt about it- â€Å"Native American groups would bristle at the idea that they are no longer meaningfully â€Å"Indian† simply because they no longer speak their ancestral language. (McWhorter, 249) McWhorter looked a trifle annoyed at first, but gradually his well-shaped face took on more complacent, amused lines. â€Å"I am a writer, and I am a linguist,† he said. â€Å"Both have to do with words- their denotation, connotation, nuance, and power. Knowing the power each word can wield automatically inspires you to feel a cert ain reverence for the English vocabulary in general- I’m sure you’ll agree with me there, sir- and knowing the power each language can wield brings you on your knees before the altar of all languages. † â€Å"But you don’t worship something you know absolutely nothing about,† he aid, gazing out at the sunlit scene again. â€Å"You first make sure that whatever it is, it is something that deserves to be worshipped. So you study the language. From then on, it’s rather like jumping into a river. Jump into the heart of the current, and you will be swept away like a stray autumn leaf. If you give yourself wholeheartedly up for the language to mold, the culture starts to mold you too. And as for the fact that I feel this way towards all languages,† and here a small frown creased his brow as he turned to me again, â€Å"well, it is a shame that this should be surprising, that is all. Each language has a rich legacy, albeit a legacy very different from our own, and they should be respected. † McWhorter’s eloquence touched me, and we talked for two more hours, vacillating from common everyday things I caught glimpses of from his article to fascinating facts I had never dreamed about him. I learned that he had mastered Socrates’ syllogisms at the age of six and Hegelian dialectics at the age of twelve, and that the value he respected most in humanity was its reason. Judging by the cold shoulder he gave his so beloved minority languages in his concluding paragraph- â€Å"We must consider the question in its pure, logical essence† (McWhorter, 252)- it was hardly surprising. More interesting was the fact that he had no less than four dogs at home, each named after a rare language he had specially enjoyed. The latest addition to the family was a darling slender little Chihuahua named Ket, with triple the uncertain grace of awkwardness found in dogs of his species. In the middle of hearing about Ket’s antics, I asked rather abruptly, â€Å"What art form is your favorite? Modernist? † McWhorter looked at me, surprised. â€Å"How did you guess? † I laughed. McWhorter, for a man of such clear-cut logic, enjoyed impossibilities as far as reality allowed- â€Å"The Ket language of Siberia is so awesomely irregular as to seem a work of art. † (McWhorter, 250) It was only natural that he should enjoy Picasso, whose pictures showed sharper intellectual insight, over David or Michelangelo, whose works were but excellent facsimiles of life’s appearance copied onto canvas and marble. Four hours passed by in the blink of an eye and time came for McWhorter to leave. He stood up and cordially shook my hand. â€Å"It was an honor meeting you, sir, though I dare say the interview was not short. † I shook my head. â€Å"No, it was an excellent interview. Thank you very much, Mr. McWhorter. † â€Å"Please, John,† McWhorter smilingly said. â€Å"If there’s one thing I learned from studying languages, it is that names are the essence of culture. I’ve seen many languages that are creative and fiendishly difficult and random- but no language is ever simpler than the other. Each has rich names for the things they treasure most. Native Americans sometimes have odd names; did you know that they have to earn it? But in our culture, we place identification foremost- and thanks be, my name is John McWhorter; John for friends and Mr. McWhorter for editors who don’t like my articles. † â€Å"Aren’t there many Johns here? † I teased, laughing, as I pulled on my coat. McWhorter shook his head. â€Å"None like me, John McWhorter,† he smiled, and treaded lightly out the door.

ACT Test Dates When’s a Good Time for You

Choose Your SAT / ACT Test Dates When’s a Good Time for You SAT / ACT Prep Online Guides and Tips "I have no idea what to expect" is not a sentence you want runningthrough your mind on your way to take theSAT or ACT. If you take control of your test prep and schedule, then you shouldn't have any surprises on test day. Besides studying, part of your preparation should bestrategically planning out your SAT/ACT test dates. Instead of closing your eyes and pointing randomly at a calendar, you canask yourself some key questions to figure out when the best SAT/ACT test dates are for you. The first question that every student should ask herself, of course, is, When are my college deadlines? When Are My Deadlines? Most, if not all, students taking the SAT/ACT are doing so are part of their applications to 4-year colleges.Knowing your deadlines is the first piece of important information for making your SAT test date choice and ACT test date choice. SAT/ACT scores might also be required for some scholarships, which also might affect your choice of test dates. Deadlines for College Most regular decision deadlines for college are around January 1st in your senior year. January 15 is another common deadline, and some colleges go even later, like into February and March. If you're applying early action or early decision, then your deadlines are probably sometime in November. It takes about 3 weeks to receive your SAT or ACT scores, so you want to make sure you leave at least this much time between your test dates and your first deadline. For peace of mind, though, you'd be much better off getting your test done and ready to go before the last possible date. Leaving it to the last minute gives you no protection if you have a fluke testing day or are disappointed with your scores. Plus there's the rare chance you could get unlucky and have your scores delayed or even canceled, and then you'd be out of time. The SAT is given 7 times throughout the year, in January, March, May, June, October, November, and December. The ACT is usually given 6 times, in February, April, June, September, October, and December. One way to consider your testing schedule is the "1/3 - 2/3 rule." Depending on when you're starting to prep and plan, you could take the SAT/ACT 1/3 of the time between your starting point and when your applications are due, and the second time at 2/3 between "now" and your deadlines. If you started in January of junior year, for example, you could take your first SAT/ACT in April or May and your next test in the fall, like in October. This "rule" assumes you're going to take the SAT/ACT twice, but a lot of students choose to take it three or more times. I'll delve into what a typical test-taking schedule looks like for students more below, but first let's discuss the other deadlines you might be meeting: scholarship deadlines. Can't relate to this at all, right? Deadlines for Scholarships Your SAT/ACT scores might also be an important consideration for winning scholarship money. Most score-based scholarships come directly from colleges, so your scholarship deadlines will generally match your college deadlines. If SAT/ACT-based scholarships are important for you, then you might want to get your scores earlier to help determine your college list. If you are able to achieve qualifying scores for guaranteed SAT/ACT scholarships, then you can make sure to apply to those schools that will award you money. Since application planning is a process that takes several months, you probably want to have your SAT/ACT scores by the end of junior year. That way you can plan accordingly, know which colleges you're applying to, and focus on the rest of your application. As I mentioned above, one potential problem with taking your tests last minute is that you'd run out of test dates if you aren't satisfied with your scores. Many students take the SAT/ACT more than once or twice to prep between tests and improve their scores. How many times you want to take the test is the next important questionto ask yourself when choosing test dates. How Many Times Do I Want to Take the SAT/ACT? There is absolutely nothing wrong with taking the SAT/ACT more than once to achieve your target scores. In fact, I'd highly recommend taking it at least twice, if not three or more times. Almost everyone improves when they retake the SAT/ACT. This "real test" experience can be especially valuable if you use it as a launching off point to determine your strengths and weaknesses and do targeted test prep that will help you pull up your scores the next time. If, like most students, you're taking your test more than once, then you want to make sure you leave yourself enough test dates and monthsin between each one to study. If you took the SAT in May and then again the next month in June, then you really wouldn't have time to improve very much. Instead, you want to leave several months in between test dates to prep effectively. Given this strategic approach to hitting your scores on the SAT/ACT, what does a typical test-taking schedule look like for most students? Typical Test-Taking Schedule A typical SAT/ACT schedule for the majority of students involves three opportunities to take the test. Hopefully this guide helps you realize that there are several considerations when making your SAT test date choice and ACT test date choice. Just because this schedule works for a lot of students, doesn't automaticallymean it's the best one for you. Typical Schedule Many students take their first SAT/ACT in the fall of junior year, after spending the summer studying. After receiving their initial scores and reflecting on the experience, students can take the next few months to reinforce their understanding and improve areas of weakness. Then they take the test again in the spring of junior year. At this point, you might have achieved your target scores and be satisfied with your results. If you want another chance to improve your scores, you still have several summer months to prep and then take your test again in the fall of senior year. At this point, you've reached your last opportunity to test and will be applying to college. There are pros and cons to this schedule. The pros include 3 opportunities to take the SAT/ACT Advanced skills and content knowledge that you've developed throughout high school. Over a year to prep and improve your scores between fall of junior year and fall of senior year. This schedule works really well for a lot of students, but there are also some cons to consider: Limited test dates. Once you reach fall of senior year, you don't have time to take the SAT/ACT for a fourth time. May overlap with busy times of year, like AP tests, college planning, and varsity sports in junior and senior year. May feel more pressure and stress on each test date, since you don't have extra time beyond these dates. If any of these cons resonate with you, perhaps because of your junior year activities or anxieties around testing, then you might consider pushing back this typical schedule and registering for the SAT/ACT even earlier than junior year. Juggling a lot junior year? Considertaking the SAT/ACT earlier. Earlier Schedule If you push this typical schedule back about half a year, then you could take your first SAT test in the spring of sophomore year and then have about three more opportunities to test. If you wanted five test dates, then you could take it in the fall of sophomore year. Depending on how much prep you put into the SAT/ACT, you could even be ready to take it freshman year. Technically, you can take the SAT as many times as you want and the ACT up to 12 times. Of course, this would be overkill, both a waste of time and money and a potential red flag to colleges. While taking the SAT/ACT up to 6 times is acceptable, you probably don't need more to leave yourself any more test dates than that. If you find yourself having to take it over and over to achieve your scores, that time and energy could probably be better spent on test prep. Besides taking the pressure off and leaving you with more test dates, pushing this typical schedule back to sophomore year is a good option if you're trying to build up your scores section by section, or "superscore" your test. I'll explain what exactly I mean by superscoring below. Superscoring the SAT/ACT For anyone not familiar with the term "superscoring," it refers to the policy that some colleges use when they consider your standardized test scores. If colleges superscore, they take your highest section scores across all the dates you took the test and use those for your final test scores. If you take the SAT/ACT more than once, then superscoring is your friend. If you know that your colleges will superscore your results, you can actually use this policy to your advantage. Rather than focusing on improving your scores in every section every time you take the test, you could focus intensively on bringing up your math score, for instance. Then you could take the test again and really focus in on Reading, or Writing, or ACT Science. Obviously you shouldn't completely neglect any sections, but this could be a way to achieve a really strong score section by section across numeroustest dates. Again, you would need to make sure your colleges superscore and don't look at all scores or your highest sitting.If you're using this approach, you would want to start taking the SAT/ACT in freshman or sophomore year to leave yourself enough test dates. Again, I wouldn't recommend taking either test more than 6 times. This superscoring approach to taking the SAT/ACT leads us to the next important considerationwhen choosing your test dates - how much test prep you're willing and able to devote to meeting your goals. Hard at work. How LongCan I Prepare Before My Test? Just as you don't want to neglect any sections of the SAT/ACT, you also don't want to treat any official test as a throwaway, even if it's just the first time you're taking it. At the very minimum, I would recommend putting in 10 hours of test prep before sitting for a real test. This will help you get familiar with the instructions and format, but won't help much beyond that for improving your scores. Your study schedule is a big factor in determining which test date you choose for your first SAT/ACT. So how long do you plan to study? How Much Time Can I Devote to Test Prep? To figure out your study schedule, you need to figure out how you can balance test prep with everything else you're doing in and out of school. I think the best way to make a schedule and stick to it is to write it down in a planner or calendar and create a routine. If you have free time on Mondays and Wednesdays from 5 to 8, then set that aside as your study time. Of coursethis can change if you get assigned a big project or essay, but beingconsistent about your test prep is the best way to ensure that you'll stick to your plan. Before taking your first SAT/ACT, I would also recommend taking a practice test. You can time yourself, score it, and see if you're performing near your target scores. If you're much lower than you think you can achieve and still have several available test dates, then you might want to hold off on taking the real test until you study some more. If you start early enough, then you can have more flexibility in your study schedule and which test dates you choose. Either way, it's a good idea to consider your test-taking schedule in conjunction with your test prep schedule. As academic tests, the SAT/ACT also line up with your classes in school, but when they line upmight differ from student to student. Before signing up for your test, you should consider how it coincideswith your current high school classes. How Does It Line Up With My Classes? In order to answer this question, you want to familiarize yourself with what's actually tested on the Reading, Writing, and Math section of the SAT and the Reading, English, Math, and Science section of the ACT. While the content on each test is not all that advanced, there are certain concepts that are helpful to have studied in school. Both tests cover geometry, for example, and the math section of the ACT even covers some trigonometry. If you're taking geometry freshman year, then your best SAT test dates might beearlier than junior or senior year, since by then you'll have moved onto more advanced math. Conversely, if you aren't studying geometry or trigonometry until junior year, then you might be better off sticking to the typical schedule mentioned above and taking the SAT/ACT for the first time junior year. Similarly, you might benefit from one or two more years in high school writing persuasive essays and developing your reading comprehension skills before taking the SAT/ACT. If you're strong in English, however, you might be well prepared to score highly before you're an upperclassman. Plus studying early could help you cultivate your existing skills and get a headstart on learning new knowledge. The best way to gauge your level is to tryofficial practice problems for the SAT and ACT and see how familiar you are with the material. If you're already studying the concepts you need in freshman or sophomore year, then you might strongly consider signing up for the test early and even getting it finished with before you're a junior or senior. Getting your scores all set and ready to send to colleges early may also be a relief if your schedule gets busy in th and 12th grade. Yikes. What Else Is On My Schedule? When choosing the best SAT test dates and ACT test dates, you might also think about what other activities and responsibilities you have coming up. Junior year might get busywith AP classes and finals. You might lead Student Council or an Amnesty International campaign. Maybe you're exhausted everyday fromvarsity football practice. If your life is looking hectic junior year, then you might want to get your SAT/ACT done earlier than junior year. Even if it seems easier to push off the tests and let Future You deal with them, you could do yourself a favor by prepping early, taking the tests, and then having more time as your schedule gets more and more packed. On the flip side, maybe you're busy with summer camps before freshman and sophomore year and have more time before th and 12th grade. In either case, you can really personalize your testing schedule to fit your own goals and find balance with your other activities and interests. These might sound like a lot of questions to answer before signing up for the SAT/ACT, but they are meant to help you take control of the process and maximize your ability to find balance and achieve strong scores for your college applications. Read on for a summary of the most significant factors in determining the best SAT/ACT test dates for you. Choosing Your SAT/ACT Test Dates As I mentioned above, the typical test-taking schedule for the SAT/ACT is to take it for the first time in the fall of junior year, again in the spring of junior year, and, if so desired, for the final time in the fall of senior year (as long as your college deadlines allow). Students who are prepping earlier might move this timeline ahead to leave themselves extra test dates or get their scores all set and ready to go early. The most important questions you should ask yourself when planning your test-taking schedule are the following: What are my deadlines for college and scholarships? How many times do I want to take the SAT/ACT? Am Itrying to improve my scores in all sections with each retake or using a "superscoring" strategy? How long do I plan to study? Besides these primary considerations, you might also consider your classes and other pursuits as factors. In this case, ask yourself How does the SAT or ACT line up with my high school classes? What else do I have in my schedule and how can I balance test prep with my other assignments and activities? By answering these questions, you can devisea test prep and test-taking schedule and have a strong rationale behind your choices. Take control of the college application process by having a strong sense of where you're starting out, where you want to go, and what you need to do in between to get there. By articulatingclear reasons and a strong sense of purpose, you can answer any questions you have about the SAT or ACT and achieve your goals. Confused pug answered all his SAT/ACT questions. What's Next? Find out which exact dates you want to choose with our Table of 2015-2016 SAT Test Dates, and then read our Full Review of Every Single 2015-2016 SAT Test Date here. For more test-specific advice on exactly when to take the SAT or ACT for the first time, check out our SAT guidehere and ACT guidehere. Do you still have questions about how to design the best study plan for the SAT/ACT? Check outour guidefor your study plan before junior year and study plan before senior year. As you study, you definitely want to use official SAT and ACT practice questions. You can download official practice test pdfs for the SAT here and the ACT here. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: