Old Man and Sea Essay - 616 Words

Perserverance, Courage, and Wisdom Used in Everyday Life Throughout a life, people have to overcome obstacle after obstacle to be successful in the world. Humans are thrown challenges day after day, week after week. Everyone must try hard at something to be truly happy in their life. In Ernest Hemingway’s novel The Old Man and the Sea, he used the marlin and the sharks as symbols, and gave Santiago certain character attributes to depict the perserverance, courage, and smarts needed to get through the ups and downs that life hands everyone. Santiago had gone 84 days without catching a fish and was about to surpass his previous record of 87 days, when there was a pull on his line. Santiago had finally caught a something. To make it even†¦show more content†¦These sharks do not bring out the best in Santiago, but like the marlin, Santiago loses all strength while fighting these beasts. Santiago felt that fighting the marlin was worth his time because it would bring him glory. Fighting the sharks would only bring destruction. Only when the marlin had been entirely eaten away does Santiago give up, knowing he â€Å"was beaten now finally and without a doubt† (119). Even though Santiago has the feeling of defeat, the community finds him a hero for taking on that struggle and fighting until the end. nbsp;nbsp;nbsp;nbsp;nbsp;Ernest Hemingway gave Santiago many characteristics to give him the strength to battle the marlin, his feeling of hunger, and the sharks. One of the attributes was his wisdom. Santiago describes, â€Å"...I am glad we don’t have to kill the stars. Imagine if each day a man must try to kill the moon. The moon runs away. But imagine if each day a man should have to kill the sun† (73). His wisdom and his logic helped him through the three days of struggle. Hemingway showed that Santiago may have been old, yet with his experience of fishing, his patience, and with his hope he was able to bring home the finest catch of all, even though there was not much left of it. nbsp;nbsp;nbsp;nbsp;nbsp;Santiago had what it took to get the things done that he felt would help him in the long run. He felt he was unsuccessful at the task at hand, but others applauded his courage and strength to keep going, even whenShow MoreRelated Old Man and the Sea Essay1214 Words   |  5 PagesErnest Hemingway wrote The Old Man and the Sea to show how you can push through the hardest of times and still not be defeated. The story shows how an old fisherman overcame an unlucky slump with the support from a young boy that loved and helped Santiago named Manolin. Santiago fought through the discrimination of the other old fisherman and refused to give up. Through Santiago’s struggles when trying to catch the great marlin, he kept pursuing his goal. Through sweat and tears Santiago never givesRead More The Old Man and the Sea Essay1361 Words   |  6 Pages In The Old Man and the Sea, Ernest Hemingway describes an old fisherman and the unfortunate trials he faces as his quot;luckquot; runs out. Through the novel, the fisherman, Santiago, replicates Hemingways ideal man, a noble hero. Hemingway had a Code of Behavior that he himself followed. He had morals that were strict and an appreciation for instinct and human nature. He had a specific way of living life and an understanding of time. He believed in taking risks and acting upon instinctRead More The Old Man and the Sea Essay526 Words   |  3 PagesThe Old Man and the Sea In The Old Man and the Sea by Ernest Hemingway there are two characters who have a great friendship, the old man and the young boy. The old man has been fishing for many years and for the last eighty-four days has not caught a fish. Now the boy who looks up to him is not allowed to fish with him anymore. This boy looks up to the old man as a hero because the old man shows courage, perseverance, and respect. The old man shows courage just by going out all alone everydayRead MoreEssay on Old Man And The Sea683 Words   |  3 Pages Old Man and The Sea quot;The great DiMaggio is himself again!quot;(21), in Ernest Hemingways novel, The Old Man and the Sea, which takes place near Havana, Cuba in the Caribbean Sea, a very old, unlucky, fisherman sets out for the big catch. The great DiMaggio is seamed throughout the novel to symbolize the old man and his struggle to catch the big fish, yet also he poses as a role model for Santiago (the old man). The old man is using the great DiMaggio for a role model. At a certain pointRead More the old man and the sea Essay615 Words   |  3 Pages The Old Man and the Sea nbsp;nbsp;nbsp;nbsp;nbsp;In the timeless novel The Old Man and the Sea, the hero is undoubtedly the old man, Santiago, whom us as readers become very acquainted with. Santiago is a hard-worker and perseveres through every problem nature brings to him. He is in the midst of a horrendous fishing drought, during which the townspeople laugh and ridicule him. Santiago just lets the criticism pass him byRead More Old man and the sea Essay1236 Words   |  5 Pagesof â€Å"The Old Man and the Sea† describes struggle, discipline and manhood. The main characters relationships exemplify how faith and skill overcome man’s adversity during life on the sea. Santiago’s growing relationship with the boy idealizes his statute as a father figure and develops his integrity and values towards the boy. Hemmingway shows us how an old fisherman’s will to overcome the sea’s obstacles proves his manhood to himself and the young boy. His skills and knowledge of the sea pro vide aRead MoreThe Old Man and the Sea Essay500 Words   |  2 Pagesin 1944, where he got his idea for The Old Man and the Sea. There he met a man by the name of Gregorio Fuentes, who for more than twenty years was the captain of Hemingways fishing boat Pilar. Navarro in her article says, he claims to have inspired The Old Man and the Sea. Navarro tells but it was Mr. Fuentess own exploits that were immortalized in The Old Man and the Sea, Mr. Fuentes. The story of The Old Man and the Sea is about a old man named Santiago who has to overcome theRead MoreSymbolism in The Old Man and the Sea Essay945 Words   |  4 Pagesnothing left of the marlin. Santiago accepts this loss, because it cannot be avoided, yet he still holds on to the skeleton of the fish because of his courage and values. 3. Firstly, Manolin’s parents who forbid Manolin going out to sea with Santiago are an example of living by this false code. They do not want to accept the pain of Manolin going with Santiago a nd not bringing back something. They don’t have the endurance to accept that loss, although unavoidable, and thereforeRead MoreEssay on The Old Man and the Sea Outline872 Words   |  4 PagesKyle Neuhaus Schwake-Rios American Literature Honors 18 April 2012 The Various Themes of The Old Man and the Sea I. Introduction A. The story of a battle between an experienced fisherman, a marlin, and the struggles the old man has to overcome to be victorious. B. In Santiago, the central character of Old Man and the Sea, Earnest Hemingway has created a hero who personifies honor, courage, endurance, and faith. II. Honor A. As Santiago goes too far trying to catch the marlin, heRead MoreEssay about The Old Man and the Sea850 Words   |  4 PagesThe Old Man and the Sea Callie Dorfman 1031099 Amanda Cockburn (Remake) 1 In the book The Old Man and the Sea, Ernest Hemingway uses the flashback technique in order to characterize Santiago and develop key themes of the novel, such as Santiago’s connection with nature and what it means to be a hero. Hemingway employs several flashbacks as an effective technique that develops Santiago’s character as he recalls past occurrences in order to renew his strength of will. There are three flashbacks

Edward Bloom Free Essays

Who is Edward Bloom? By: Michael Preciutti Edward Bloom is a hero. He is a man driven with optimism, cares for others and makes their lives better, and he is a man that wants only to be remembered when he passes away. It is his charming good looks and his ability to create a friendship with whomever he becomes acquainted with, which enables Edward to stay a remembered hero. We will write a custom essay sample on Edward Bloom or any similar topic only for you Order Now But what keeps him most separated from the usual person is his astounding ways in which he tells his stories. Blooms stories tell of a man filled with courage, honor, leadership, and great strength, all of which are characteristics of an epic hero. As a child he began to show signs of such characteristics when he was pressured by his friends to sneak into an old witches house to steal her glass eye. Of course, the witch took a liking to him and he found himself a new friend. Such an act most vividly displays an immense sense of courage and honor towards his word. In another scene, the young man is asked by his town to ward off of an evil creature that has destroyed several buildings. Bloom realizes thought that the creature was only a man†¦ a very large man living in a very small town. The man’s name was Karl and he found it hard to fit in as Edward points out, â€Å"Most things considered evil are just lonely. † Such leadership as Edward Bloom creates in the scene is also found throughout the rest of the film. Edward Bloom is a hero not only because he helps people like Karl, or journey’s through scary woods barefoot, or even because he was hit by a carnival ride that sent him flying three hundred feet in the air and survived without a single injury, but also because he is remembered for more than a lifetime. His stories live forever, as well as his life’s adventures. Edward Blood exemplifies what it means to be a hero. A hero is supposed to be courageous, strong, loyal, and most importantly, remembered. Edwards’s stories had been told so many times that they had allowed him to become immortal. He was a perennial figure amongst those he knew his stories. How to cite Edward Bloom, Essay examples

Circular Flow free essay sample

Some income is saved and saving represents leakage from the circular flow of income because its part of the income paid out by firms which does not return to them through spending of households. If you save, economy slows down as theres less money in circular flow. So if Gov. takes money from economy in form of tax and doesnt spend it, or if people buy more things from abroad than they export (foreign trade), economy slows down as money leaves circular flow. Leakages determine size of multiplier. Tax is leakage because they remove purchasing power from the system. Injection – in circular flow are I (investment – increase in capital stock), G (government spending) and X (exports) Export is injection as spending of foreign households on domestic produced output is an additional source of income. Increase in investment (machinery, building) may increase spending in an economy as well as productive capacity enabling economic growth. We will write a custom essay sample on Circular Flow or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Firms contribute to expenditure when they buy investment goods and add to their productive capacity. Change in balance between investment + consumption activity has effect on LR path of economy. Government spends (inj) on G/S – provisioning public goods but to finance these they must raise revenue – tax (w/d) International Trade is important as part of expenditure on G/S is form of exports and part is by households on imports Injections increase circular flow and a change in any of these are magnified by multiplier. If injections leakages, spending on goods and services will exceed planned level of production. Firms will expand output and national income will rise (economy grows). If leakages injections, production will exceed the current level of expenditure. Firms therefore reduce output and national income will fall (economy contracts) Injections = leakages, national income wont change National Income Equilibrium: where AD for G/S = AS produced Wealth effects: Wealth is sum of all assets in an economy. It is a stock concept whereas income is a flow concept. This means wealth doesnt have direct impact on circular flow of income but changes in wealth can effect income/ spending If you live in a property that increase in value, you may feel more confident about spending in the economy and your increased spending will then become part of circular flow of income. If houses become more expensive, one can go to their mortgage provider and request mortgage equity – taking loan based on increased wealth. When that loan is spend, circular flow increases. In contract, when capital markets take a downturn in USA, people living on pensions in UK might find that their incomes fall because dividends on pension funds are often based on capital gains of shares. In UK most wealth is held in form of housing (59%) in other major forms of wealth are stocks, shares, and capital assets Exam skills: Income is measured by real GDP. Wealth is stock concept. income is flow concept. Wealth in UK is 6. 5 trillion – 5x total income in economy. Most income in UK is help in form of housing (59%) Capital assets/stock in UK is about 2. 6 trillion – less than cost of maintaining all capital stock in current condition – cost known as depreciation. Consumption is not an injection. You cant argue that increase in house price (wealth) causes fall in AD because people dont have as much money to spend on other things. A mid market taxi firm. Scenario is a recession In a recession, or downturn in the economy, consumer confidence decreases because spending power has reduced. This wall cause those taxi users to switch to cheaper forms of transport e. g. public transport (buses) or trains. London already has a transport system of underground trains and buses so those middle class incomers may choose to switch to this. However there may be some users who have no other choice than to use a taxi so they have to pay extra Solution is to decrease prices in order to keep demand sustained so taxi users remain using taxis and not overcrowd the other forms of transport. Consumer behavior

Instructional Model for E Essay Example

Instructional Model for E Essay A Classroom Model for Designing an ESL Course Ayami Gunasinghe University of South Alabama A Classroom Model for Designing an ESL Course The demand for English-as-a-second-language (ESL) courses has increased tremendously in recent years. This may be due to many reasons including the pervasive influences of globalization and the Internet revolution, and the general attitude change towards the English language as a whole.In former colonial nations such as Sri Lanka, English is no longer viewed as a tool of colonial oppression. Instead, English is vastly perceived by non-native speakers as a non-threatening, utilitarian language that would be of tremendous advantage to them. In the present context, English departments in countries such as Sri Lanka have been overwhelmed by the huge demand for ESL courses and Extension courses in English. The pressure to meet this demand has led to ESL courses being hastily churned out in great quantity but at the expense of quality.Many of these course s are often poorly designed, generic language courses that lack structure and purpose. They often include outdated content and strategies, and pay little or no attention to specific curriculum goals and learner needs. For this reason, I believe that ESL courses must be designed using a systematic approach that is focused on achieving particular communicative and language goals that meet the needs of the learner. The ESL Course Design model was created to facilitate this task.This model has been inspired primarily by the Kemp, Morrison and Ross Model (as cited in Gustafson Branch, 1997), which focuses on curriculum planning. It has, however, also been influenced by other classroom-oriented models such as the Gerlach and Ely model (as cited in Gustafson Branch, 1997)) that emphasizes the specification of content and objectives and the Foresee model (Kid Marquardson, 1994) that adopts a content-based approach to ESL instruction. Like the latter model, this model also takes note of p ractical and theoretical considerations involved in course design.However, while the Foresee model emphasizes the need for sound theoretical basis for content design, the ESL Course Design model focuses on the need for designers to consider research findings and established principles of language teaching with regard to every aspect of the language course design process. In addition, the ESL Course Design model is focused on the design process of a curriculum whereas the Foresee model (Kid Marqurdson, 1994) by contrast, is devoted to integrating content, language and learning strategies instruction in the ESL classroom.The ESL Course Design model advocates a systematic approach to language course design. This does not however mean that this model adopts a linear, lock-step approach. This is essentially a non-linear model that has been created to help language teachers in the design of an effective ESL curriculum. An Overview of the ESL Course Design Model The Three Outer Circles: N eeds, Resources Delivery and Research The ESL Course Design model’s three outer circles are linked to the inner circle via two-way arrows, which indicate that the components of this model are mutually supportive rather than separate and isolated.See figure 1. These three outer circles (Needs, Resources and Delivery, and Research) represent practical and theoretical considerations that will guide the designer during the course design process. A thorough needs analysis of learner needs will result in realistic goals being set and purposeful content being developed, in accordance with the learner’s language learning goals and proficiency level. A focus on available resources and feasible delivery systems will also help designers in their quest to design language courses that are situation appropriate.It is my contention that all these processes must be guided by current research findings and established teaching principles to ensure that the most suitable methods are bei ng employed. Figure 1: The ESL Course Design Model The Innermost Circle: Goals At the heart of the inner circle is a circle with goals at its center. This innermost circle is meant to represent the importance of setting clear goals when designing a language course. As such, in many ways this is a goal-based or goal-driven model although it does pay equal importance to learner analysis and content.In addition, just as Gerlach and Ely (as cited in Gustafson Branch, 1997) acknowledge the fact that teachers may think about instruction from differing points-objectives or content, this model too makes provisions for the designer’s preference. In this respect it allows greater design flexibility than the afore mentioned model as it allows the designer the freedom to approach the task from any point. The Inner Circle: Content and Sequencing, Format and Presentation and Assessment The inner circle is divided into three components. They are Content and Sequencing, Format and Presentat ion and Assessment.The Content and Sequencing segment of the design process includes what will be taught and in what order. A focus on content ensures that learners are being presented with the opportunity to further their knowledge and practice of the language. The Format and Presentation segment draws the designer’s attention to how the subject matter will be taught. The Gerlach and Ely and Kemp models (as cited in Gustafson and Brach, 1997) include the above-mentioned segments, as they are vital ingredients in keeping ESL learners motivated and focused.The Assessment segment prompts designers to focus on evaluation instruments and feedback, which are often given step-motherly treatment in language course design but are a prominent feature of classroom models such as the Gerlach and Ely model (as cited in Gustafson and Branch, 1997). The Outermost Circle: Evaluation The outermost circle represents evaluation. This is a much needed aspect of course design which involves insp ecting every aspect of the course to determine its value, if it meets the required standard and /or whether it needs improvement.The Kemp, Morrison and Ross model (as cited in Gustafson and Branch, 1997) and the Gerlach and Ely model (as cited in Gustafson and Brach, 1997) both emphasize the importance of evaluation in course design and see evaluation as being closely linked to learner goals. As such, this model also incorporates this vital aspect of course design. Parts of the ESL Course Design Model All the parts of this model in my estimation merit equal consideration by the designer. An elaboration of each of the design processes of this model follows, beginning with the three outer circles.The Three Outer Circles: Needs, Resources Delivery and Research Needs A thorough analysis of learner needs is imperative for useful course goals to be set. Many language theorists like Nunan and Lamb (as cited in Valdez, 1999) believe that an effective curriculum is one that has been designe d after a needs assessment has been done to set out the learning objectives, which guide the teacher. In many respects needs analysis influences every aspect of course design including content, format and presentation, and assessment.Learner needs analysis will yield vital information regarding the learner’s current proficiency level, learning style, attitude towards the language and course, in what context the knowledge and skills gained from the course will be utilized, and what interests the learner. This information is invaluable in developing a course that meets the needs of the learner, which should be the primary goal of any language course. Many language courses have been unsuccessful in achieving the desired learning objectives because of the designers’ failure to take note of individual learner goals and preferences.A case in point was the recently developed ESL course for Business Management students at a major university. This course though well organized, was rooted in linguistic development and subscribed to the traditional ESL emphasis on grammar-based exercises. The Business Management students who viewed English as a business tool were disappointed that the course failed to provide them with practical skills that would help them as they entered the corporate world. They were able to attach very little use or meaning to the grammar exercises that were used in isolation, in this course.This resulted in poor attendance and dropouts among the disgruntled students. As such, if learner needs had been considered this course would have been focused on the communicative aspects of language learning and developing communicative competence, which would have been more favorably received by the learners in question. Apart from learning purpose, an analysis of learner needs may also yield data on learning styles and preferences, which have an equal impact on the success or failure of a course.For instance adapting Willing’s grouping (as cited in Valdez, 1999) there are those who are concrete learners; those who like using games, pictures, films and practicing English outside the class. Then there are analytical learners; those who like to study grammar, and English books, and read newspapers, and who like to study alone, find their own mistakes and work on problems set by the teacher. Others are communicative learners who learn by watching, listening to native speakers, talking to friends, in English, and watching television in English.These students value the interactive nature of group work and activities such as simulations that provide them with meaningful opportunities to practice the target language. Others are authority–oriented learners who prefer that the teacher explain everything and who learn by reading and studying grammar (Valdez, 1999). Learner differences such as these must be considered during course design in order to keep learners motivated and engaged in the course material and activitie s. Resources and DeliveryThis aspect of the model prompts designers to consider the situation in which the course will be used and the resources that it has to offer. Resources in this model represent many things. It refers to classroom equipment such as video and audio equipment, recording facilities and computers. It also refers to the monetary resources provided by sponsors for the design, development and implementation of the course. In addition, the teacher or instructor too maybe viewed as a resource and his or her skills and knowledge must be a vital consideration during course design.Yet another resource that is a crucial factor in course design is time. The students themselves become a resource in my opinion in the eyes of the instructor as the number of students and their level of competence plays a large part in designing appropriate activities and content. Designers of ESL curricula must pay attention to all these resources during the design process. The delivery system of the course i. e. if it is to be traditional, web-based, computer-based, self-paced, etc is another important consideration for the language course designer, and will depend on the resources available.Computer-based language learning simulations have become popular in certain developed nations as a means of communicative language instruction. In developing countries such as Sri Lanka, designers must seek alternatives to such instruction due to budgetary constraints and the lack of technological skill amongst learners and instructors, especially in the rural areas. Designers need to focus on resources and delivery in order to ensure that the course will be suitable, practical, and realistic.Research I believe that along with the practical considerations of language course design, designers must also focus on the theoretical implications of language use, acquisition and teaching. There is much research on how to encourage learning in general, and language learning in particular, whi ch must be used to guide content development along with format and presentation. There are many principles that have been established from this research.For instance, research done by Nunan (as cited in De Dilva, 2001) indicates that learners have â€Å"hidden agendas† and that effective learning takes place when the curriculum is expanded to accommodate these hidden individual agendas. Such research supports the principle that individual learner differences and styles must be considered during course design. Designers must explore applied linguistic research and principles related to all the components of this model. They must be guided by this research during their curriculum design journey and quest to establish meaningful content and realistic learning goals.The Innermost Circle: Goals Goals Goals take center stage in this model. Nunan and Lamb (as cited in Valdez, 1999) believe that all language programs should take their form of departure from the goals and objectives t hat have been derived from an analysis of learner needs. I have placed goals at the center of this model, as it is my belief that it is essential to establish why a course is being designed and what it hopes to achieve from the very outset. Having a clear statement of goals is vital for determining the content of the course, deciding on the presentation, and guiding assessment.What follows is an example of goals that were set for an ESL extension course at a major university in Sri Lanka. The course was targeted at Law Faculty students and was based both on tradition and task-based methodology. This course aims to: a) Assist students in developing communicative competence in the English Language by providing them with meaningful opportunities to practice their language skills. b) Help students understand and master the grammatical rules of English. c) Acquaint students with basic legal terms. d) Develop confidence in using the target language.Establishing clear goals for a course al so benefits learners. Crookal and Oxford (as cited in Hill, 2002) suggest that many students, especially graduate students, benefit from being told the goals or purpose of an activity or course. The goals of a course influence the overall design of the course in general and content in particular. The Inner Circle: Content and Sequencing, Format Presentation and Assessment Content and Sequencing The content of language courses consists of the language items, strategies and tasks that meet the goals of the course. When the goal of a language lass is to promote communicative competence the content of the course centers on task-based activities. Conversely, if the goal of the course is focused on developing grammar skills, course content will then be characterized by grammatical features. A systematic way of checking the content of a course is via lists such as frequency-based vocabulary lists, lists of functions and topics, and lists of subskills and strategies (Valdez, 1999). Working from lists is an effective way for designers to make sure that what should be covered is covered and not left to chance and what is unnecessary or redundant is omitted.It is also my view that these lists should be chosen and adapted as a result of the needs analysis in order to set the language learning content of the course. Content also needs to be properly sequenced for logical learning according to the Kemp, Morrison and Ross model (as cited in Gustafson Branch, 1997). I believe that the best way to achieve this is by including easier tasks or units at the beginning of the course and then progressively introducing more challenging ones. This helps to build confidence, which is imperative in language learning.The content of a language course should serve to motivate learners by presenting information that is relevant to the learner and is within the purview of his /her experiences and worldview. I believe that what Gredler (1994) states in relation to language skills /communica tion simulations may also be applied to the content of a language course in that it must be a challenge but not a threat to the learner. In addition, content must also be based on available resources, and current research. Format and Presentation Format and Presentation are often neglected aspects of course design, in my experience.The material in a course needs to be presented in a form that will facilitate learning and achieve the goals of the course. The presentation of a course includes the teaching strategies and activities that will be used. It is imperative that the designer focus on these aspects during the design process as it plays a vital role in keeping ESL learners motivated. The learner analysis and available resources along with current research must guide format and presentation in the design process. Especially vital is the consideration of individual learning styles. For nstance, the format and presentation must appeal to both auditory and visual learners. Some res earch reveals that learners are more comfortable with â€Å"traditional† learning activities over more â€Å" communicative† types (De Silva, 2001). Another study by Pope and Saka (as cited in De Silva, 2001) revealed that stronger (according to test scores and teacher grading) pupils preferred more learner oriented or learner-teacher oriented activities whereas weak students preferred teacher controlled classroom activities. Such findings must be considered when designing a course.During my brief stint as an ESL instructor at a major university in Sri Lanka I began to realize the importance of having a set format for a course. The university ESL course was structured in such a way that learners would first be introduced to a topic of current interest. This would be followed by a listening activity, a reading activity and finally a speaking task in that order. Having this kind of set format is beneficial as it makes the course easier to monitor and fosters learner conf idence, as they become familiar with the learning procedure.Learners are often more comfortable with the predictable than they are with the unpredictable. The fear of â€Å"pop† quizzes is testaments to this, although certain surprise elements do need to be incorporated into course design to prevent students from becoming complacent. These â€Å"surprise† elements may include a role-play activity or a simulation in a traditional grammar-based language course. Course design according to this model is not a linear process. As such, it may be necessary to alter the content or sequencing to suit the lesson format and meet the learning goals. Content must also focus on and facilitate assessment.Assessment Assessment plays a key role in determining if a course has achieved its goals. As such, it is a useful and recurring part of the design process. Of the many ways assessment may be carried out, tests take precedence over the other methods. These tests are an important consi deration in course design. Language courses are associated with both proficiency tests and achievement tests. Proficiency or placement tests are usually held prior to the commencement of a course to determine the learner’s level of language knowledge and which level of the course best fits him or her.Based on this knowledge ESL learners at a major university in Sri Lanka are enrolled in three different courses, simply labeled level one, level two and level three. Level three courses cater to the more proficient learners while level one courses are focused on the needs of learners with little or no knowledge of the target language. These students are subjected to achievement tests that monitor their progress and identify knowledge gaps, at the end of each unit. They are also subjected to a comprehensive achievement test at the end of the course.Such tests elicit valuable information on the effectiveness of the course. As such, designers must pay careful attention to the struct ure of such tests and their place in the overall course design. Curriculum design must also make provisions for the inclusion of other non-test-based assessment such as observation, journal entries, simulation debriefing outcomes and student accounts of their learning. Data gathered from such methods of assessment may in some cases prove to be more valuable than tests in determining the strengths and weaknesses of the course design.The Outermost Circle: Evaluation Evaluation Apart from using assessment data, a course maybe evaluated via learner and instructor input gathered through surveys, interviews and focus groups. This information will determine whether the course meets the required standards, is deficient and needs improvement or needs to be discontinued. Although immediate or formative evaluation of a course is vital, the true worth of a language course can be evaluated only after some time has elapsed allowing learners to utilize the knowledge and skills gained from the cour se in the desired setting.The effectiveness of a language course in my view lies in how it has impacted the life of the learner. In this regard summative evaluation is an important part of the design process. The evaluation process maybe regarded as a backstage process that is imperative for the successful completion and realization of center stage processes such as setting realistic and purposeful goals and content. Responsible curriculum design must therefore include ongoing evaluation of the course. Conclusion The ESL Course Design model serves language teachers in course design, which is often seen as an arduous task.It portrays course design as a process and emphasizes the importance of considering learner needs, resources and applied linguistic research as a practical and theoretical basis for course design. According to the model, this knowledge will hold designers in good stead as they proceed to the other vital components of course design. Goals, content, format and present ation and assessment are all vital aspects of this model that must be given equal consideration. Evaluation too, is given prominence and designers are advised to conduct continuous evaluations to ensure that the curriculum design is effective and viable.The ESL Course Design model testifies to the fact that course design is not a linear or static process. It also implies that ESL course design is a constantly evolving process that needs careful consideration and planning. References De Silva, R. (2001). Students’ perceptions of the English teaching / language experience in the classroom. In David Hays (Ed. ), Teaching English: Possibilities and opportunities ( pp. 85-91). Colombo: The British Council. Hill, J. L. (2002). Playing with the three pigs. Simulation Gaming, 33 (3), 353-359. Gredler, M. (1994). Design evaluation games simulation: A process approach.Texas: Gulf Publishing Company. Gustafson, K. , Branch, R. (Ed. ). (1997). Survey of instructional development mode ls (3rd Ed). New York. Eric Clearinghouse. Kidd, R. , Marquardson, B. (1994, March). The Foresee approach. Paper presented at the annual meeting of the teachers of English to speakers of other languages, Baltimore, MD. Valdez, M. (1999). How learners’ needs affect syllabus design. Forum, 37(1), 30-34. Format Assessment Presentation Content Sequencing Goals Needs Research Resources Delivery Evaluation Evaluation Evaluation Evaluation Evaluation Instructional Model for E Essay Example Instructional Model for E Essay A Classroom Model for Designing an ESL Course Ayami Gunasinghe University of South Alabama A Classroom Model for Designing an ESL Course The demand for English-as-a-second-language (ESL) courses has increased tremendously in recent years. This may be due to many reasons including the pervasive influences of globalization and the Internet revolution, and the general attitude change towards the English language as a whole.In former colonial nations such as Sri Lanka, English is no longer viewed as a tool of colonial oppression. Instead, English is vastly perceived by non-native speakers as a non-threatening, utilitarian language that would be of tremendous advantage to them. In the present context, English departments in countries such as Sri Lanka have been overwhelmed by the huge demand for ESL courses and Extension courses in English. The pressure to meet this demand has led to ESL courses being hastily churned out in great quantity but at the expense of quality.Many of these course s are often poorly designed, generic language courses that lack structure and purpose. They often include outdated content and strategies, and pay little or no attention to specific curriculum goals and learner needs. For this reason, I believe that ESL courses must be designed using a systematic approach that is focused on achieving particular communicative and language goals that meet the needs of the learner. The ESL Course Design model was created to facilitate this task.This model has been inspired primarily by the Kemp, Morrison and Ross Model (as cited in Gustafson Branch, 1997), which focuses on curriculum planning. It has, however, also been influenced by other classroom-oriented models such as the Gerlach and Ely model (as cited in Gustafson Branch, 1997)) that emphasizes the specification of content and objectives and the Foresee model (Kid Marquardson, 1994) that adopts a content-based approach to ESL instruction. Like the latter model, this model also takes note of p ractical and theoretical considerations involved in course design.However, while the Foresee model emphasizes the need for sound theoretical basis for content design, the ESL Course Design model focuses on the need for designers to consider research findings and established principles of language teaching with regard to every aspect of the language course design process. In addition, the ESL Course Design model is focused on the design process of a curriculum whereas the Foresee model (Kid Marqurdson, 1994) by contrast, is devoted to integrating content, language and learning strategies instruction in the ESL classroom.The ESL Course Design model advocates a systematic approach to language course design. This does not however mean that this model adopts a linear, lock-step approach. This is essentially a non-linear model that has been created to help language teachers in the design of an effective ESL curriculum. An Overview of the ESL Course Design Model The Three Outer Circles: N eeds, Resources Delivery and Research The ESL Course Design model’s three outer circles are linked to the inner circle via two-way arrows, which indicate that the components of this model are mutually supportive rather than separate and isolated.See figure 1. These three outer circles (Needs, Resources and Delivery, and Research) represent practical and theoretical considerations that will guide the designer during the course design process. A thorough needs analysis of learner needs will result in realistic goals being set and purposeful content being developed, in accordance with the learner’s language learning goals and proficiency level. A focus on available resources and feasible delivery systems will also help designers in their quest to design language courses that are situation appropriate.It is my contention that all these processes must be guided by current research findings and established teaching principles to ensure that the most suitable methods are bei ng employed. Figure 1: The ESL Course Design Model The Innermost Circle: Goals At the heart of the inner circle is a circle with goals at its center. This innermost circle is meant to represent the importance of setting clear goals when designing a language course. As such, in many ways this is a goal-based or goal-driven model although it does pay equal importance to learner analysis and content.In addition, just as Gerlach and Ely (as cited in Gustafson Branch, 1997) acknowledge the fact that teachers may think about instruction from differing points-objectives or content, this model too makes provisions for the designer’s preference. In this respect it allows greater design flexibility than the afore mentioned model as it allows the designer the freedom to approach the task from any point. The Inner Circle: Content and Sequencing, Format and Presentation and Assessment The inner circle is divided into three components. They are Content and Sequencing, Format and Presentat ion and Assessment.The Content and Sequencing segment of the design process includes what will be taught and in what order. A focus on content ensures that learners are being presented with the opportunity to further their knowledge and practice of the language. The Format and Presentation segment draws the designer’s attention to how the subject matter will be taught. The Gerlach and Ely and Kemp models (as cited in Gustafson and Brach, 1997) include the above-mentioned segments, as they are vital ingredients in keeping ESL learners motivated and focused.The Assessment segment prompts designers to focus on evaluation instruments and feedback, which are often given step-motherly treatment in language course design but are a prominent feature of classroom models such as the Gerlach and Ely model (as cited in Gustafson and Branch, 1997). The Outermost Circle: Evaluation The outermost circle represents evaluation. This is a much needed aspect of course design which involves insp ecting every aspect of the course to determine its value, if it meets the required standard and /or whether it needs improvement.The Kemp, Morrison and Ross model (as cited in Gustafson and Branch, 1997) and the Gerlach and Ely model (as cited in Gustafson and Brach, 1997) both emphasize the importance of evaluation in course design and see evaluation as being closely linked to learner goals. As such, this model also incorporates this vital aspect of course design. Parts of the ESL Course Design Model All the parts of this model in my estimation merit equal consideration by the designer. An elaboration of each of the design processes of this model follows, beginning with the three outer circles.The Three Outer Circles: Needs, Resources Delivery and Research Needs A thorough analysis of learner needs is imperative for useful course goals to be set. Many language theorists like Nunan and Lamb (as cited in Valdez, 1999) believe that an effective curriculum is one that has been designe d after a needs assessment has been done to set out the learning objectives, which guide the teacher. In many respects needs analysis influences every aspect of course design including content, format and presentation, and assessment.Learner needs analysis will yield vital information regarding the learner’s current proficiency level, learning style, attitude towards the language and course, in what context the knowledge and skills gained from the course will be utilized, and what interests the learner. This information is invaluable in developing a course that meets the needs of the learner, which should be the primary goal of any language course. Many language courses have been unsuccessful in achieving the desired learning objectives because of the designers’ failure to take note of individual learner goals and preferences.A case in point was the recently developed ESL course for Business Management students at a major university. This course though well organized, was rooted in linguistic development and subscribed to the traditional ESL emphasis on grammar-based exercises. The Business Management students who viewed English as a business tool were disappointed that the course failed to provide them with practical skills that would help them as they entered the corporate world. They were able to attach very little use or meaning to the grammar exercises that were used in isolation, in this course.This resulted in poor attendance and dropouts among the disgruntled students. As such, if learner needs had been considered this course would have been focused on the communicative aspects of language learning and developing communicative competence, which would have been more favorably received by the learners in question. Apart from learning purpose, an analysis of learner needs may also yield data on learning styles and preferences, which have an equal impact on the success or failure of a course.For instance adapting Willing’s grouping (as cited in Valdez, 1999) there are those who are concrete learners; those who like using games, pictures, films and practicing English outside the class. Then there are analytical learners; those who like to study grammar, and English books, and read newspapers, and who like to study alone, find their own mistakes and work on problems set by the teacher. Others are communicative learners who learn by watching, listening to native speakers, talking to friends, in English, and watching television in English.These students value the interactive nature of group work and activities such as simulations that provide them with meaningful opportunities to practice the target language. Others are authority–oriented learners who prefer that the teacher explain everything and who learn by reading and studying grammar (Valdez, 1999). Learner differences such as these must be considered during course design in order to keep learners motivated and engaged in the course material and activitie s. Resources and DeliveryThis aspect of the model prompts designers to consider the situation in which the course will be used and the resources that it has to offer. Resources in this model represent many things. It refers to classroom equipment such as video and audio equipment, recording facilities and computers. It also refers to the monetary resources provided by sponsors for the design, development and implementation of the course. In addition, the teacher or instructor too maybe viewed as a resource and his or her skills and knowledge must be a vital consideration during course design.Yet another resource that is a crucial factor in course design is time. The students themselves become a resource in my opinion in the eyes of the instructor as the number of students and their level of competence plays a large part in designing appropriate activities and content. Designers of ESL curricula must pay attention to all these resources during the design process. The delivery system of the course i. e. if it is to be traditional, web-based, computer-based, self-paced, etc is another important consideration for the language course designer, and will depend on the resources available.Computer-based language learning simulations have become popular in certain developed nations as a means of communicative language instruction. In developing countries such as Sri Lanka, designers must seek alternatives to such instruction due to budgetary constraints and the lack of technological skill amongst learners and instructors, especially in the rural areas. Designers need to focus on resources and delivery in order to ensure that the course will be suitable, practical, and realistic.Research I believe that along with the practical considerations of language course design, designers must also focus on the theoretical implications of language use, acquisition and teaching. There is much research on how to encourage learning in general, and language learning in particular, whi ch must be used to guide content development along with format and presentation. There are many principles that have been established from this research.For instance, research done by Nunan (as cited in De Dilva, 2001) indicates that learners have â€Å"hidden agendas† and that effective learning takes place when the curriculum is expanded to accommodate these hidden individual agendas. Such research supports the principle that individual learner differences and styles must be considered during course design. Designers must explore applied linguistic research and principles related to all the components of this model. They must be guided by this research during their curriculum design journey and quest to establish meaningful content and realistic learning goals.The Innermost Circle: Goals Goals Goals take center stage in this model. Nunan and Lamb (as cited in Valdez, 1999) believe that all language programs should take their form of departure from the goals and objectives t hat have been derived from an analysis of learner needs. I have placed goals at the center of this model, as it is my belief that it is essential to establish why a course is being designed and what it hopes to achieve from the very outset. Having a clear statement of goals is vital for determining the content of the course, deciding on the presentation, and guiding assessment.What follows is an example of goals that were set for an ESL extension course at a major university in Sri Lanka. The course was targeted at Law Faculty students and was based both on tradition and task-based methodology. This course aims to: a) Assist students in developing communicative competence in the English Language by providing them with meaningful opportunities to practice their language skills. b) Help students understand and master the grammatical rules of English. c) Acquaint students with basic legal terms. d) Develop confidence in using the target language.Establishing clear goals for a course al so benefits learners. Crookal and Oxford (as cited in Hill, 2002) suggest that many students, especially graduate students, benefit from being told the goals or purpose of an activity or course. The goals of a course influence the overall design of the course in general and content in particular. The Inner Circle: Content and Sequencing, Format Presentation and Assessment Content and Sequencing The content of language courses consists of the language items, strategies and tasks that meet the goals of the course. When the goal of a language lass is to promote communicative competence the content of the course centers on task-based activities. Conversely, if the goal of the course is focused on developing grammar skills, course content will then be characterized by grammatical features. A systematic way of checking the content of a course is via lists such as frequency-based vocabulary lists, lists of functions and topics, and lists of subskills and strategies (Valdez, 1999). Working from lists is an effective way for designers to make sure that what should be covered is covered and not left to chance and what is unnecessary or redundant is omitted.It is also my view that these lists should be chosen and adapted as a result of the needs analysis in order to set the language learning content of the course. Content also needs to be properly sequenced for logical learning according to the Kemp, Morrison and Ross model (as cited in Gustafson Branch, 1997). I believe that the best way to achieve this is by including easier tasks or units at the beginning of the course and then progressively introducing more challenging ones. This helps to build confidence, which is imperative in language learning.The content of a language course should serve to motivate learners by presenting information that is relevant to the learner and is within the purview of his /her experiences and worldview. I believe that what Gredler (1994) states in relation to language skills /communica tion simulations may also be applied to the content of a language course in that it must be a challenge but not a threat to the learner. In addition, content must also be based on available resources, and current research. Format and Presentation Format and Presentation are often neglected aspects of course design, in my experience.The material in a course needs to be presented in a form that will facilitate learning and achieve the goals of the course. The presentation of a course includes the teaching strategies and activities that will be used. It is imperative that the designer focus on these aspects during the design process as it plays a vital role in keeping ESL learners motivated. The learner analysis and available resources along with current research must guide format and presentation in the design process. Especially vital is the consideration of individual learning styles. For nstance, the format and presentation must appeal to both auditory and visual learners. Some res earch reveals that learners are more comfortable with â€Å"traditional† learning activities over more â€Å" communicative† types (De Silva, 2001). Another study by Pope and Saka (as cited in De Silva, 2001) revealed that stronger (according to test scores and teacher grading) pupils preferred more learner oriented or learner-teacher oriented activities whereas weak students preferred teacher controlled classroom activities. Such findings must be considered when designing a course.During my brief stint as an ESL instructor at a major university in Sri Lanka I began to realize the importance of having a set format for a course. The university ESL course was structured in such a way that learners would first be introduced to a topic of current interest. This would be followed by a listening activity, a reading activity and finally a speaking task in that order. Having this kind of set format is beneficial as it makes the course easier to monitor and fosters learner conf idence, as they become familiar with the learning procedure.Learners are often more comfortable with the predictable than they are with the unpredictable. The fear of â€Å"pop† quizzes is testaments to this, although certain surprise elements do need to be incorporated into course design to prevent students from becoming complacent. These â€Å"surprise† elements may include a role-play activity or a simulation in a traditional grammar-based language course. Course design according to this model is not a linear process. As such, it may be necessary to alter the content or sequencing to suit the lesson format and meet the learning goals. Content must also focus on and facilitate assessment.Assessment Assessment plays a key role in determining if a course has achieved its goals. As such, it is a useful and recurring part of the design process. Of the many ways assessment may be carried out, tests take precedence over the other methods. These tests are an important consi deration in course design. Language courses are associated with both proficiency tests and achievement tests. Proficiency or placement tests are usually held prior to the commencement of a course to determine the learner’s level of language knowledge and which level of the course best fits him or her.Based on this knowledge ESL learners at a major university in Sri Lanka are enrolled in three different courses, simply labeled level one, level two and level three. Level three courses cater to the more proficient learners while level one courses are focused on the needs of learners with little or no knowledge of the target language. These students are subjected to achievement tests that monitor their progress and identify knowledge gaps, at the end of each unit. They are also subjected to a comprehensive achievement test at the end of the course.Such tests elicit valuable information on the effectiveness of the course. As such, designers must pay careful attention to the struct ure of such tests and their place in the overall course design. Curriculum design must also make provisions for the inclusion of other non-test-based assessment such as observation, journal entries, simulation debriefing outcomes and student accounts of their learning. Data gathered from such methods of assessment may in some cases prove to be more valuable than tests in determining the strengths and weaknesses of the course design.The Outermost Circle: Evaluation Evaluation Apart from using assessment data, a course maybe evaluated via learner and instructor input gathered through surveys, interviews and focus groups. This information will determine whether the course meets the required standards, is deficient and needs improvement or needs to be discontinued. Although immediate or formative evaluation of a course is vital, the true worth of a language course can be evaluated only after some time has elapsed allowing learners to utilize the knowledge and skills gained from the cour se in the desired setting.The effectiveness of a language course in my view lies in how it has impacted the life of the learner. In this regard summative evaluation is an important part of the design process. The evaluation process maybe regarded as a backstage process that is imperative for the successful completion and realization of center stage processes such as setting realistic and purposeful goals and content. Responsible curriculum design must therefore include ongoing evaluation of the course. Conclusion The ESL Course Design model serves language teachers in course design, which is often seen as an arduous task.It portrays course design as a process and emphasizes the importance of considering learner needs, resources and applied linguistic research as a practical and theoretical basis for course design. According to the model, this knowledge will hold designers in good stead as they proceed to the other vital components of course design. Goals, content, format and present ation and assessment are all vital aspects of this model that must be given equal consideration. Evaluation too, is given prominence and designers are advised to conduct continuous evaluations to ensure that the curriculum design is effective and viable.The ESL Course Design model testifies to the fact that course design is not a linear or static process. It also implies that ESL course design is a constantly evolving process that needs careful consideration and planning. References De Silva, R. (2001). Students’ perceptions of the English teaching / language experience in the classroom. In David Hays (Ed. ), Teaching English: Possibilities and opportunities ( pp. 85-91). Colombo: The British Council. Hill, J. L. (2002). Playing with the three pigs. Simulation Gaming, 33 (3), 353-359. Gredler, M. (1994). Design evaluation games simulation: A process approach.Texas: Gulf Publishing Company. Gustafson, K. , Branch, R. (Ed. ). (1997). Survey of instructional development mode ls (3rd Ed). New York. Eric Clearinghouse. Kidd, R. , Marquardson, B. (1994, March). The Foresee approach. Paper presented at the annual meeting of the teachers of English to speakers of other languages, Baltimore, MD. Valdez, M. (1999). How learners’ needs affect syllabus design. Forum, 37(1), 30-34. Format Assessment Presentation Content Sequencing Goals Needs Research Resources Delivery Evaluation Evaluation Evaluation Evaluation Evaluation

Demonstrative Adjectives in Spanish

Demonstrative Adjectives in Spanish Demonstrative adjectives are those adjectives whose function is to point at something. In English, the singular demonstrative adjectives are this and that, while their  plurals are these and those, respectively. (Some grammarians refer to them as demonstrative determiners.) Key Takeaways: Spanish Demonstrative Adjectives The demonstrative adjectives or determiners of Spanish - este, ese, and aquel along with their plural and feminine forms - are used in much the same was as this, that, these, and those are used as adjectives or determiners in English.Both ese and aquel are rough equivalents of that. Aquel is used in referring to entities that are further away in time, distance, or emotional sentiment than entities that use ese.When demonstratives are used with items in a series, they typically are used for each item, unlike in English. Unlike English, Spanish has three sets of demonstrative adjectives, which vary by number and gender, so there are 12 in all: singular masculineeste (this)ese (that)aquel (that)plural masculineestos (these)esos (those)aquellos (those)singular feminineesta (this)esa (that)aquella (that)plural feminineestas (these)esas (those)aquellas (those) Note that the masculine singular forms dont end in -o. Where To Place Demonstrative Adjectives The demonstrative adjectives typically are placed before the nouns they modify. They must match the noun in both number and gender. A few examples: Me gusta este perro. (I like this dog.)Prefiero estas computadoras. (I prefer these computers.)Voy a comprar ese coche. (Im going to buy that car.)Me gustan aquellas casas. (I like those houses.) Ese or Aquel? Although ese and aquel and their related forms can be translated as that or those, there are distinctions in meaning. Ese and its related forms are more common, and youre generally safe to use them when in English youd use that or those. However, aquel and its related forms refer to something thats farther away in terms of distance, emotion, or time. Although ese and its forms can be used for an object near the speaker or listener, aquel cannot. The distinction, if not made clear by context, can be translated in various ways, as these examples indicate: Me gustan esos perros. (I like those dogs.)Me gustan aquellos perros. (I like those dogs over there.)No quiero esa casa. Quiero aquella casa. (I dont want that house. I want that house farther back.) ¿Recuerdas esos dà ­as? (Do you remember those days?) ¿Recuerdas aquellos dà ­as? (Do you remember those days long ago?) Items in a Series When two or more items are in a series, the demonstrative adjective must be used with each item. While in English we would say those dogs and cats, in Spanish we would say esos perros y esos gatos. Use of just one demonstrative adjective in this case, as in esos perros y gatos, would imply that were talking about animals that are a cross between a cat and a dog. Sample Sentences Using Demonstrative Adjectives Perseverancia: Pocos entienden el valor de esa palabra. (Perseverance: Few understand the value of that word.) Esta idea puede cambiar tu futuro. (This idea can change your future.) Siempre que veo la televisià ³n y veo a esos pobres nià ±os hambrientos en todo el mundo, no puedo evitar llorar. (Whenever I watch television and see those poor hungry children everywhere, I cant keep from crying.) Yo sabà ­a que era este mes pero no ese dà ­a. (I knew that it was this month but not that day.) Vuelvo a vivir aquellas experiencias que tuve hace muchos aà ±os. (Im going to relive those experiences I had many years ago.) Estas manos pueden construir una casa. (These hands can build a house.) Aquellos ojos azules irradiaban una luz que era casi tangible. (Those blue eyes radiated a light that was almost tangible.) Gracias por esa leccià ³n de vida. (Thank you for that lesson in life.) Esta persona no es mi amigo. (This person is not my friend.) Hay riesgos si abandonamos esas costumbres nuevas y olvida aquellas enseà ±anzas milenarias. (There are risks if we abandon those new customs and forget those traditional teachings.) Se llama radiogalaxia a aquella galaxia que irradia energà ­a con gran potencia en forma radioondas. (That galaxy that radiates powerful energy in the form of radio waves is called a radio galaxy.)   Aquel aà ±o descubrà ­ que mi à ºnico rival no era ms que mis propias debilidades. (That day I discovered that my only enemy wasnt anything more than my own weaknesses.)

PSAT Test Dates 2017

PSAT Test Dates 2017 SAT / ACT Prep Online Guides and Tips Attention, 2017 juniors! Do you know when you’ll be taking the PSAT? Do you know the best way to prepare for the test? This guide is for anyone planning to take the PSAT in the fall of 2017. We have the predicted PSAT test dates, along with some key study tips. To start, let’s discuss what you need to know about how your school will administer the PSAT. How Will Your High School Administer the PSAT? Unlike the SAT or ACT, you don’t get to choose when you take the PSAT. Instead, your school administers the PSAT on one date in the fall. All juniors automatically take the PSAT, while younger students can request to take it if they want the experience. College Board gives schools three options for PSAT test dates, a primary test date, an alternate test date, and a Saturday test date. The majority of schools choose the primary test date, which falls on a Wednesday. Your school will only administer the PSAT on its one selected test date. College Board hasn’t released the exact 2017 PSAT test dates yet, but we can predict the dates based on previous years. Read on for the predictedPSAT test dates in 2017. With the PSAT, you don't get to choose your test date. What Are the 2017 PSAT Test Dates? Every year the primary PSAT test date falls on a Wednesday in mid-October. The alternate test date will be offered two weeks later, while the Saturday test date will fall within a few days ofthe primary test date. Here are the officialPSAT test dates 2017: Primary date: Wednesday, October 11 Alternate Date: Wednesday,October 25 Saturday Date: Saturday, October 14 Since your school only administers the PSAT once, you should try your hardest to be there. Of course, you can’t help it if you come down with the flu or have a family emergency. If you miss your PSAT test date for whatever reason, can you still take the test? When the days start to cool and the leaves change color, PSAT season is upon you. What If You Miss the 2017 PSAT Test Date? Even though your school only administers the PSAT once, it is possible to retake the test if you’re absent on test day. If you miss the PSAT, then you’ll have to contact the National Merit Scholarship Corporation (NMSC) with a written request to take it by March 1. Here’s what the NMSC website says about scheduling a makeup PSAT: â€Å"The student or a school official must write to NMSC as soon as possible after the PSAT/NMSQT administration to request information about procedures for entry to NMSC competitions by alternate testing. The earlier NMSC receives the written request, the greater the student’s opportunities for meeting alternate entry requirements. To be considered, a request must be postmarked no later than March 1 following the PSAT/NMSQT administration that was missed. NMSC will provide alternate entry materials including an entry form that requires the signature of a school official.† While you can schedule a retest if you miss the PSAT, you really only need to take this step if you’re aiming for National Merit distinction or scholarships. If you’re not, then you could instead simply take a timed PSAT practice test on your own. While you won’t get the official testing experience, you can still take and score the test, analyze your results, and reflect on your performance to help you prep for the SAT. For students who are able to take the PSAT on its official test date, how long will they have to wait to get their scores? If you miss the PSAT, you probably only need to schedule a makeup test if you're aiming for top, National Merit-qualifying scores. When Will You Get PSAT Scores? PSAT scores willcome out a couple of months after you take the test, sometime in mid-December. You’ll be able to access them online via your College Board account. School counselors should have access to the scores one day earlier than students. Your school should also distribute paper score reports around the end of the month. Beside your total scores, what feedback will you see on your PSAT score report? What Will Your PSAT Score Report Look Like? Your PSAT score report will tell you how you scored on the entire test, as well as how you scored on each section. Your total scores will fall between 320 and 1520. This scale, by the way, is 80 points lower than the SAT scale to account for the fact that the PSAT is a slightly easier test. You’ll also get a score between 160 and 760 for Evidence-based Reading and Writing, and a score between 160 and 760 for math. Your test performance will be further broken down with three section scores between 8 and 38, one each for Reading, Writing and Language, and Math. Finally, you’ll get a Selection Index score between 48 and 228. The National Merit Scholarship Corporation uses this Selection Index to name Commended Students and Semifinalists. Each state has a different Selection Index cutoff to qualify. We estimate that the average state cutoff to qualify as National Merit Semifinalist will be 214. Whether you’re aiming for National Merit or getting ready for the PSAT and SAT, you should take time to study for the PSAT. Read on for some essential PSAT prep tips. Your PSAT score report slices through your results toreveal all the layers of your test performance. How to Prep for the PSAT No one should go into the PSAT without knowing what to expect. There are lots of available practice materials that will help you learn about the test and get some experience with PSAT questions. The following seventips will help guide your prep for the PSAT. We also have in-depth articles that illuminate every aspect of the test, plus give some key test-taking and time management strategies to help you do your best. Your first step in PSAT studying is simply familiarizing yourself with the content, format, and scoring of the test. Want to improve your PSAT score by 150 points? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: #1: Familiarize Yourself With the Test First things first, set aside some time tolearn all about the PSAT. Learn about how the test is structured, how much time you have for each section, and when you get breaks. Figure out what skills are tested in Reading, what grammar rules you need to know for Writing, and what the difference is between the Math No Calculator and Math With Calculator sections (besides, of course, whether or not you can use a calculator). As you learn, take notes on theskills and concepts you feel confident about and which ones need review. Keep track of the areas where you’ll need to spend the most time studying. You can use these notes to design a study plan that targets your weak areas and fills in any gaps in knowledge. Your first step in preparing for the PSAT is learning all about the PSAT. In other words, you should make the PSAT your new best friend. #2: Make a Study Schedule To meet your goals on the PSAT, you need to design a study schedule customized to you. You should think about how much time you have before the PSAT, and how much of that time you can realistically commit to test prep. Ideally, you can set aside the same time each week so that your PSAT prep becomes part of your routine. Just a few hours of prep a week can add up to dozens or even hundreds of hours if you start early enough. Take time to design a schedule, write it down, and stick to it. By developing a consistent habit of PSAT prep, you’ll see significantprogress over time. #3: Take a Timed Practice Test When you start studying, you should sit down and take a full PSAT practice test. Find a quiet environment, time yourself, and score your test. By simulating the test day experience, you can get a sense of your current scoring level. Then you can use this practice test to diagnose your strengths and weaknesses as a test-taker. Take time to figure out your section scores and pinpoint your weaknesses. Where do you see the most room for improvement? By taking a practice test at the beginning, you can figure out where you need to put in the most work to see improvement. Take timed practice tests to get a sense of the pacing of the PSAT. With enough practice, you'll manage to stay afloat despitethe strict time limits. #4: Analyze Your Results Once you’ve scored your test, you should go back through and circle all of the questions that you got wrong or where unsure about. Look for patterns in questions that tripped you up. Perhaps you need to work on time management in the Reading section. Maybe you need to review geometry concepts and memorize more formulas. Think deeply about the reasons you got a question wrong. Were you missing some core knowledge, or did you make a careless error because you were rushing? Memorizing grammar rules won’t help your Writing score if what you really need is better time management strategies. Getting to the root of your issues will help you address them directly and effectively. #5: Review Core Concepts While strategy is important on the PSAT, you also need to possess certain core knowledge to do well on it. You’ll need to understand specific rules of grammar, certain literary terms, key math formulas, and concepts of algebra and geometry. Make sure your PSAT study materials break down each section into its component concepts. After reviewing a concept, you should answer relevant practice questions to reinforce your understanding. If you come across a concept that you haven’t learned yet in school, you might seek help from a peer or teacher or try to learn it on your own with PSAT study materials. Filling in any gaps in knowledge is especially key if you’re aiming for top scores. Even if the PSAT calls itself a skills-based, rather than content-basedtest, it still requires that you've memorized some facts and figures. #6: Get Strategic Unfortunately, even academically excellent students aren’t guaranteed a high score on the PSAT without a solid understanding of test-taking strategy. The PSAT is a fast-paced test that requires deft time management. By practicing with timed tests, you’ll be able to get more and more efficient and less prone to careless errors. You shouldalso try outspecificstrategies, like process of elimination or speed-reading passages, to improve your speed while maintaining accuracy. #7: Practice, Practice, Practice Becoming a good PSAT-taker is a learned skill, just like writing or playing the guitar. You can’t expect to get great scores the first time you take a practice test. Rather, you’ll get better and better the more you practice. Ideally, you can start several months before your test date and commit one to three hours to PSAT prep each week. As you get closer to the test, you can ramp up the time commitment, if possible. However, you’ll already have accumulated many study hours, so you won’t have to panic and cram at the last minute.By the time the PSAT rolls around, all the skills you’ve developed will kick in and carry you across the finish line of your PSAT goals. Now that you have a sense of when you’ll take the PSAT and how you can start preparing for it, let’s go over the key points you should remember about this important test. Just as youcan't expect to know how to play the guitar without any practice, you also shouldn't expect to ace the PSAT without some serious prep work. PSAT Test Dates 2017: Key Points If you’ll be a junior in 2017, then you’ll be taking the PSAT in the fall. In all likelihood, you’ll take the PSAT on a Wednesday in mid-October.Our projected 2017 PSAT dates are Wednesday, October 18, Wednesday, November 1, andSaturday, October 15. The PSAT is a unique test, probably unlike othertests you take in school. To achieve your target scores, you should take time to review material and try out test-taking strategies. With enough practice, you might qualify for National Merit distinction and scholarships. Regardless of whether or not you make this competitive cutoff, you’ll still benefit from prepping for the PSAT. The test is extremely similar to the SAT, so any prep you do now will help you when you take the college admissions test. Taking the PSAT is a skill that you can learn and improve with practice. The more effort you put in beforehand, the more comfortable and confident you’ll feel when test day rolls around. What’s Next? Are you aiming for top scores on the PSAT? For any aspiring National Merit Finalists, this guide tells you what it takes to get a perfect score on the PSAT. What PSAT score do you need to qualify for National Merit? This guide breaks down the predicted state-by-state cutoffs to make Semifinalist status. If you were named a National Merit Semifinalist, how do you move on to become a Finalist and earn scholarship money? Check out this full guide on becoming a National Merit Finalist to find out. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Teenage pregnancy Research Paper Example | Topics and Well Written Essays - 1500 words

Teenage pregnancy - Research Paper Example Previously it was believed that teen pregnancies are usually because of socio-economic factors, lack of sex related services and decreased contraception but nowadays this view is challenged by many as all these aspects have been overcome by the growing society (Kost et al 2010). It is a belief that the economic burden that is passed unto teenagers who become pregnant can put a significant strain on the possibility of a brighter future. Moreover, it could be argued that abortion can help alleviate a cycle of poverty in women who themselves are the result of teenage pregnancy. Therefore, abortions are the answer for a pregnant teenager in view of her health, future and career. Different Views on Abortion Smith (2001) carries out a study to explore the negative and adverse effects of teenage pregnancy in the form of premature delivery and stillbirth. The study is carried out in order to understand the adverse perinatal outcomes in teenage pregnancy cases. Teenagers are at a lower risk o f unhealthy outcomes when given 1st birth. Moreover, the risk of caesarean is also loweramong teenage mothers in the first delivery. However, Smith (2001) reveals that second delivery of a teenage mother is highly risky in terms of caesarean and premature or still birth. There is an increase in the teenage pregnancies between the years 2005 and 2006 by 3% (Lewin 2010). The teenage abortion rate has also been increased by approximately 1 percent from 2005 to 2006. These increasing rates are related to the struggles made by government in order to curb this issue. The "abstinence-only programs" supported by Clinton's government are called into question. However, the pregnancy rates are significantly lower in 2005 at 69.5 as compared to 116.9 in 1990. The only issue that is gaining increasing attention from the opposition is the increased rate in 2007 of 71.5 in 2006. Lewin (2010) forms an opinion that Blacks, Hispanics and Whites are all showing increasing trends on teenage pregnancies in the recent years. Teen pregnancy is generally believed to be harmful by many for not only the pregnant woman but also for the baby. Teenage pregnancy can pose health risks to the baby because the teenager woman would not be capable enough to take care of the baby at such a tender age. Similarly the teenager woman would also not be able to support her child financially and thus this would disrupt safety and life plans for the baby. The only way out of these issues to teenagers is abortion. This interruption in pregnancy leads to increased risk of breast cancer among the teenagers (Melbye et al. 1997). The study suggests that the breast cells are proliferated quickly without following the normal procedure which protects the health of the woman. There are certain positive aspects of teenage pregnancy and motherhood which keep the trend going. Seamark (2004) provides a valuable study in this regard by interviewing teenage mothers to evaluate their experiences of having children at a n early age. The responses were quite positive as the teenage mothers tend to be positive in their perceptions, goals and feel more motivated towards their aims by the responsibility of their children. They show a positive attitude towards the busy yet ambitious life to protect and help the children grow healthy and contented (Seamark 2004). The teenage pregnan