final score. If you run out of time on any passage‚ the questions that you do not answer will hurt your score far more than earlier questions that you spent extra time on and feel certain are correct. On the Reading Module‚ the test is separated into passages. The reason that time is so critical is that 1) every question counts the same toward your final score‚ and 2) the passages are not in order of difficulty. If you have to rush during the last passage‚ then you will miss out on answering easier
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in your group you can have a discussion director‚ summarizer‚ vocabulary reporter‚ and a passage master. Discussion directors create questions about the passage they read and take notes during the discussion. Summarizers are the ones that summarize the passage. Vocabulary reporters look for significant words in the passage that caught their eyes and discuses them with the group. Passage master find passages in the reading that everyone should notice‚ remember‚ or think about. Everyone in a literature
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The passage “Girl”‚ by Jamaicia Kincaid I believe is about a mother explaining to her daughter the ways she must act to be the ideal women. The mother gives her guidance throughout the passage wanting her to have social manners and domesticity. The mother gives instructions and commands‚ I believe to give her the tools to be independent‚ strong‚ and respected as a young aspiring women. The mother is setting out rules and giving commands to her daughter to lead her daughter into a better path and
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In Kate Chopin’s “Story of an Hour”‚ the author uses many themes throughout the passage to shows different aspects of a wife’s change from a dedicated married woman to a liberated free-woman and again into her death. Many themes are present throughout the passage‚ but to some the strongest theme is the processes in which the protagonist uses in her grieving. This theme coupled with strong diction emphasize this change and really create a wonderful sub-plot. Chopin uses these stylistic techniques
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In response to Emerson’s essay I feel he was very intellectual. Although‚ I didn’t agree with majority of his views; two passages in particular were interesting. First of all‚ I am appalled that Emerson started with "spotty" education and graduated from Harvard University. I felt that displayed a glimpse of his desire and showed why so many people admired Emerson. His thinking was a bit peculiar when he said‚ "To believe your own thought‚ to believe that what is true for you in your private
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1st Passage: “Willy: That’s just what I mean. Bernard can get the best marks in school‚ y’understand‚ but when he gets out in the business world‚ y’understand‚ you are going to be five times ahead of him. That’s why I thank Almighty God you’re both built like Adonises. Because the man who makes an appearance in the business world‚ the man who creates personal interest‚ is the man who gets ahead. Be liked and you will never want. You take me‚ for instance. I never have to wait in line to see
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arrival in the town (61). However‚ despite his efforts‚ the townspeople did not want him there‚ for they understood that he talked as though he “desired to live in [the town] and not [serve] the church and the people who composed the church” (61). This passage positions Hightower as an outsider to Jefferson by placing contrasting feelings towards his arrival in his love and excitement and the townspeople’s cold unwelcoming
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Exercise 1 The Things They Carried EXCERPT ① 1. How is the term common secret typical of the phrasing of this whole passage? How is run or freeze or hide also typical of the excerpt’s phrasing? In which sentences does O’Brien’s phrasing seem especially clear‚ direct‚ and simple‚ and why is such phrasing so effective? How would you describe the tone of this passage? How might the tone easily have been quite different? For instance‚ how could it have been highly emotional and melodramatic? Why
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Depending on class needs‚ this close reading should take two to three days. In this two-day lesson‚ the teacher begins by having students read and annotate the selected passage individually or as part of a class oral reading. Students then work with vocabulary and story questions. On the second day‚ students re-read the passage with a partner. They check their annotations and answers. They work in partners answering the pairs questions. The lesson concludes with a short argument writing assignment
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2010 example 1 6 Example 1 UCLES 2010 example 1 7 Example 1 UCLES 2010 example 1 8 Example 1 Paying close attention to language and tone‚ consider Shakespeare’s presentation of Prospero and Ariel in the following passage. (Act 4‚ Scene 1‚ ‘Prospero: I had forgot that foul conspiracy…Prospero: …Even to roaming.’) The first essay on The Tempest is in Band 4‚ work that is ‘solid’. The candidate does address the task consistently‚ the presentation of Prospero and Ariel
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