Lago, The Plotter Essay - 1284 Words

Othello is a steadfast leader that the reader finds him or herself wanting to be more like. His experiences are unparalleled and that’s what makes him such a popular leader. He has seen many battles and fought many fights; his stories are legendary among those who revere him. In our day he would be the man every man wants to be like and the man every woman wants, but even those who are revered have enemies. If this were not the case then there would be no means for him to have become so revered. In overcoming so many obstacles Othello made a most convincing enemy. In this article we will explore Iago’s dark secrets and expose and examine what makes him such a great villain. William Shakespeare used various literary devices such as†¦show more content†¦Iago, who is supposed to be Othello’s faithful servant, is instead riddled with jealousy and seeks the downfall of his master. Iago sets Barbantio’s house against Othello. By instruction of Iago, Rod erigo was to, â€Å"Rouse him (Barbantio): make after him, poison his delight, proclaim him in the streets; incense her kinsmen, and, though he in a fertile climate dwell, plague him with flies: though that his joy be joy, yet throw such changes of vexation on’t, As it may lose some colour† (Shakespeare 7). Iago’s jealousy makes him a plotter. He turns Barbantio against Othello to gain advantage over him. When comparing characteristics it is quite clear that Iago is secretly Othello’s opposite. The protagonist is an obedient soldier and gentlemen, and the antagonist is a deceitful saboteur. In a way these characters complement each other. All of Othello’s actions make Iago seem all the more dark and devious, while all of Iago’s actions make Othello seem all the more valiant. In this sense these two characters need each other to be who they are as antagonist and protagonist. Another element to consider are the metaphors used to show how deceitful Iago is. In this particular passage we gain insight into Iago’s cunning. â€Å"Our bodies are our gardens, to the which our wills are our gardeners: so that if we will plant nettles, or sow lettuce, set hyssop and weed up thyme, supply it with one gender of herbs, or distract it with many, either to haveShow MoreRelatedEssay on The Nigerian Civil War1344 Words   |  6 Pagesleft-leaning junior Army officers mostly majors and captains. This coup led to the accession of General Johnson Aguiyi-Ironsi, the head of the Nigerian Army, as head of state of Nigeria. This coup benefited mostly the Igbos because most of the coup plotters were Igbos and Ironsi, an Igbo, promoted many Igbos in the Army at the expense of Yoruba and Hausa officers. On the 29th of July 1966, the Northerners executed a counter-coup. This coup was led by Lt. Col. Murtala Muhammed. It placed Lt. Col. YakubuRead MoreFeasibility Study on S etting Up an Environmental Laboratory9679 Words   |  39 Pagescoined from the first letter of each of the Managing Director’s full-name (Stephen Temitope Oriyomi Oluwatobi Kayode). STOOK Environmental Services Company proposed location is at 4, Fatai Oko-Oloyun Avenue, Hotel Bus Stop, along LASU road, Igando, Lagos, Nigeria. Our aim is to meet the need of industries, agencies, and living-homes as related with environmental; management, planning, compliance and monitoring, by offering broad base of environmental services geared toward protecting the earth resourcesRead MoreFeasibility Study on Setting Up an Environmental Laboratory9668 Words   |  39 Pagescoined from the first letter of each of the Managing Director’s full-name (Stephen Temitope Oriyomi Oluwatobi Kayode). STOOK Environmental Services Company proposed location is at 4, Fatai Oko-Oloyun Avenue, Hotel Bus Stop, along LASU road, Igando, Lagos, Nigeria. Our aim is to meet the need of industries, agenci es, and living-homes as related with environmental; management, planning, compliance and monitoring, by offering broad base of environmental services geared toward protecting the earth resources

Aids in the African American Community Free Essays

In the mind of the public, the AIDS problem is undoubtedly linked to sexual behaviors and possibly perceived to be a result of promiscuity, nonmonogamous sexual activity, and a well-deserved problem that should affect gay and homosexual people. To a certain extent, efforts to combat AIDS in the African-American communities have also been hindered by the fact that we know very little, beyond stereotypes and myths, about the sexuality of African-Americans. These perceptions have provided much of the confusion about what we should do about HIV/AIDS, or for that matter any of the health problems that are at epidemic levels in the African American communities throughout the United States. We will write a custom essay sample on Aids in the African American Community or any similar topic only for you Order Now It has also been the case that several of the important sources of leadership in the African-American communities have utilized the AIDS epidemic to develop and promote extremely conservative religious and moral agendas and punitive responses toward persons who are already considered to be unfit members of the community. For example, during the first wave of the AIDS epidemic there were several stories within the African-American communities across the United States about ministers who were preaching to their congregations about how AIDS is â€Å"God’s punishment for homosexual people who sin.† While there is no way to determine the extent of this attitude among African-American ministers and preachers, approximately one-fourth of the sample (28 percent) of African-American college students was in agreement with this belief. â€Å"There is a long history in the United States of African-Americans and other minority groups being devalued and of having their behavior labeled deviant. In the case of AIDS, the victims are further socially ostracized. A prime example is the fact that Haitians were at one time considered a risk group. Because of this, many Haitians lost their jobs and experienced extreme levels of racial discrimination, not because they had AIDS, but because they were Haitians and therefore linked to AIDS† (Moore and LeBaron, 1986). So, it appears that efforts to combat HIV/AIDS have been hindered by (1) our lack of knowledge about the sexuality of African-Americans, (2) research that has not seriously examined the variability of behavior and attitudes within African-American groups, (3) community and religious leaders who view the AIDS problems as punishment from God, (4) our intolerance of gays and bisexuals within the African American community, and (5) the lack of attention directed at the prevention of sexually transmitted diseases prior to the HIV/AIDS epidemic. If one accepts these observations, then what are we to do in order to develop effective and culturally sensitive AIDS-prevention messages that will reach African-Americans, who are not monogamous, are not abstinent, and who do not use IV-drugs. One solution is to make sure that African-Americans have an adequate understanding of the factors associated with the transmission of HIV/AIDS. Overall, the pattern of the results indicates that African Americans are very knowledgeable about AIDS, but there appears to be a gap between knowledge and risky sexual behaviors. The development of culturally sensitive AIDS-prevention programs for African-American college age adults may be facilitated by considering some of the insights gained from the study. For example, data suggest the gap between knowledge and risky sexual behavior is likely to be filled with different attitudes and beliefs for males versus females, or individuals with multiple versus non-multiple sexual partners, or individuals with or without a history of STDs, or individuals with or without HIV/AIDS. (Nikitta Foston, 2002). Information uncovered by this investigation revealed that males are less knowledgeable about several factors involved in the transmission of AIDS than females. On the other hand, individuals with multiple partners were more likely to believe that AIDS is caused by bacteria or the same virus that causes VD. Knowledge about the factors associated with the transmission of HIV/AIDS was essentially identical for subjects who practiced unprotected anal intercourse and those subjects who did not. Individuals with HIV/AIDS correctly answered only 55 percent of the questions concerning the transmission of AIDS while those not exposed correctly answered 85 percent of the AIDS knowledge questions. These data suggest that educational information and self-assessment instruments may need to be created for and targeted at specific African-American groups rather than rely on a wide-scale mass media campaign to reach all individuals. One way to accomplish this aim may be to create materials that enable African-Americans to actively question and evaluate their own risk. Perhaps one of the problems that has to be overcome in order to implement such a plan is to identify the explicitness needed in the HIV/AIDS prevention messages for African-Americans who are not monogamous and engaging in risky sexual behaviors (e.g., anal intercourse). The possible means of how to minimize the gap between knowledge and risky behaviors could go on and on, but the one way that is likely to result in a more favorable outcome is to simply ask the people involved to provide solutions. Seldom have we taken this position around a major public health problem, but what can we lose by asking African-Americans to generate solutions to problems that are the focus of so much human suffering. One of the barriers to effective HIV/AIDS education programs in African-American communities is the fact that the people and organizations have not been encouraged to believe that HIV/AIDS prevention would be more effective when planned, executed, and propagated by members of their own community. In other words, African-American community members are not involved in the empowerment process which stresses both individual determinations over one’s own life and strong democratic participation in the life of one’s community. The notion of empowerment presupposes that African-American community members have the competency to intervene on their own behalf but lack the necessary resources. How to cite Aids in the African American Community, Papers

Environment free essay sample

â€Å"Road salt† is a common term used for some chloride salts, including sodium chloride (NaCl), which are used as de-icing agents on roads. The application of these de-icers on roads and other impervious surfaces in North America during winter months was in practice since the 1960s. The amount of snow fall is so high in these areas that snow and ice management becomes very essential to prevent road accidents, to maintain a continuous flow of traffic and to ensure safe pedestrian travel during winter months. Sodium chloride is the most commonly used de-icing agent (Road salting). Sometimes, it can be used along with some anti-caking agents like sodium hexacyanoferrate (II) or sand and grits. These elements like sodium, chloride, ferrocyanide and other impurities seep into our environment when the snow or ice melts, and poses a threat to water bodies, soil, vegetation and large number of species sustaining on them (Environmental, Health and Economic Impacts of Road Salt). De-icing of the roads is, beyond a doubt, very essential, as it saves lives by preventing accidents, but there are more alternatives other than the use of road salt which I will also explain. This research paper explains how road salt acts as a de-icing agent and what factors promote its widespread use. The primary aim of this paper is to give an elaborate idea about how road salt damages our environment. It also provides a list of some safer alternatives which can be used for de-icing. Road salt does not allow the ice or snow to adhere to the pavement and form a hard pack. Sodium chloride can readily depress the freezing point of ice, so that the ice starts melting. Salt crystals can pull water molecules from ice crystals to form brine. The formation of brine facilitates the process of meting of ice. However, the rate of melting depends upon the temperature at that time. At temperatures below 15 ° F, sodium chloride cannot form solution efficiently; hence its efficiency is reduced. In fact, even if sodium chloride is applied at high rates at these temperatures, it cannot melt snow or ice effectively. Hence, people involved in road management should acquire knowledge about the current and expected temperatures (Road Salt and Water Quality, 1). Sodium chloride also prevents the formation of ice on roads. Depending upon the conditions, road salt is applied as either liquid or solid medium. When compared with other salts, sodium chloride is less expensive with an average cost of $50 $60 per ton. Some other characteristics like easy availability and ease in handling and storage make it a more commonly used de-icing agent. Salt as such is non-hazardous to the environment and does not degrade to produce harmful substances. Problem of bio-accumulation is also not associated with sodium chloride. Addition of an anti-caking agent like sodium hexacyanoferrate (II) in low levels (below 100mg/kg), prevents the salt from caking, and makes it readily usable during the winter months (Road Salt and Water Quality, 1) (De-Icing the Environment). When dissolved in melting ice or snow, road salt gets dissociated into 40 percent sodium ions (Na+) and 60 percent chloride ions (Cl-). Chloride settles down in the bottom of the water bodies because of its density and increased mobility. Chloride is completely soluble and mobile. At a concentration of 230 mg/l and above, chloride is toxic to aquatic life and affects vegetation and wild life. Chloride gets accumulated in the long run as no natural process can break it down or metabolize it. Chloride cannot be absorbed by the vegetation. Gradual accumulation of chloride has damaged many water bodies, by changing the taste of the water. On the other hand, sodium (Na+) ions are subjected to ion exchange. These ions can either bind to the negatively charged soil particles, hence altering the soil chemistry, or be taken up in biological processes. They promote the release of nutrients into the groundwater and surface water, hence affecting the aquatic environment. Anti-caking agents like ferrocyanide can also impact the human life and environment, when used in large quantities. Exposure to sunlight and action of certain types of bacteria stimulates the release of cyanide ions from these additives. This compound has been added to the list of toxic pollutants by USEPA in 2003. Soil gets impacted at every stage of de-icing. Improper maintenance of salt piles by road management people may contaminate the soil and vegetation growing on the road side, as they become saturated with road salt. In fact, wherever soil comes in contact with road salt for a long time, the soil chemistry gets altered by the exchange of sodium ions with other positively charged ions like, calcium, magnesium, and potassium. These exchanged ions are released into the ground water. This ion exchange also increases the mobilization of metals. The soil permeability is altered as the soil becomes impervious and water infiltration is blocked. The overall fertility of the soil gets reduced and the soil pH and stability are also affected. Excess of salt damages the soil biota, especially some bacteria, which participate in the structuring of the soil. As a result, the soil is subjected to erosion and increases the sediment in runoff (Environmental, Health and Economic Impacts of Road Salt). The primary impact of salt on plants is by the creation of the osmotic imbalances, due to which water absorption is inhibited and root growth is reduced. The uptake of nutrients by the plants is also affected, hence affecting the long term growth of the plants. Accumulation of chloride for a long time in plants leads to osmotic stress and the plant tissues get dehydrated similar to a drought-like condition. The germination of grass and wildflower seeds on the road side is also affected by the high salinity. As the penetration of air and water is hampered, the growth of the new plant shoots is also affected (Wegner and Yaggi). Deposition of salt on plants may add to the weight and promote tissue damage by local dehydration. The plants may physically break at these damaged points. Splashing and spraying of salt on the foliage of the plants leads to scorching of leaves, defoliation and dying of twigs. Degradation of vegetation indirectly affects the wild life, by damaging their habitat, food resources, breeding or nesting sites and shelter places. Mammals like deer and moose consume the salt crystals on the roadway, to remove their sodium deficiency. Strange behavioral abnormality like loss of fear of humans and vehicles is noticed in these animals when they drink salt-rich water. As a result, these animals succumb to vehicular accidents. Over consumption of salt by these animals increases the salt toxicity in their blood and tissues (Environmental, Health and Economic Impacts of Road Salt). Birds often consume the salt crystals as they are similar to seeds. Even small quantities of salt are toxic to birds, leading to their death. Studies have shown that even a single salt crystal can lead to behavioral abnormalities and these birds are more vulnerable to car strike (Wegner and Yaggi). Surface waters, rich in sodium chloride, could also be toxic to many aquatic species like fish, amphibians, insects, and macro invertebrates. An elevated level of chloride affects the growth, survival and reproduction of many species. Some toxic metals get released from the sediments in the presence of salt in water. As a result the oxygen gets reduced, which harms the growth of aquatic species. The distribution and cycling of oxygen and nutrients gets affected. The fresh water fish are mainly affected by the increase in the salt concentration and a drastic change in the species diversity is noticed (Environmental, Health and Economic Impacts of Road Salt) (Wegner and Yaggi). The salt on the highway seeps into the ground water in a number of ways like during runoff from the highways, migration of dissolved salt along with water to water table, during the melting of ice, etc. The presence of high salt content not only changes the taste but is also harmful to people suffering from hypertension, as they are advised to take low quantities of sodium. A concentration of sodium above 20 mg per liter of water is considered to be harmful by US Environmental Protection Agency (EPA). Presence of chloride at high levels is not injurious to health, but the taste and odor of the water gets affected. Due to increase in salt concentrations, many water bodies and wells have been abandoned (Environmental, Health and Economic Impacts of Road Salt) (Wegner and Yaggi). Conductivity of water is enhanced by the presence of chloride ions and this increases the corrosion of bridges, buildings, etc. Many parts of the vehicles like brake linings, bumpers and the body get corroded. Huge cost is involved in the protection of the corrosion and repair of the damaged parts. Even though the use of road salt is hazardous, the use of better management practices can minimize the loss to the environment. Some other non-hazardous ways of treating snow and ice on roadways are: †¢ Salt or other de-icing chemicals should not be used to burn snow, rather snow or ice should be removed with mechanical devices like shovel, plow, etc. †¢ A thin layer of snow can be easily melted with the help of deicing agents. Hence, during the snow storm, a shovel should be used to remove as much of snow as possible. Later, the area should be properly swept, so that the remaining snow does not form ice making the area slippery. Ice on the surface can be scraped with the help of a flat hoe. These practices would minimize the use of de-icing agents. †¢ The equipment used for spreading should be calibrated so that optimum quantities of salt is released, minimizing the environmental impacts. †¢ Knowledge about the temperatures at which different materials used for de-icing are most effective is advantageous. †¢ Pre-wetting the salt with brine reduces the application rates by 20 percent. †¢ Proactive application of de-icing chemicals before the accumulation of snow or ice minimizes the quantity of chemicals required for de-icing. A mixture of salt and sand should not be applied as they work against each other. †¢ Sensitive areas like public water sources should be identified and safer alternatives to road salt should be used in these areas. †¢ Identification of salt sensitive vegetation and minimization of the use of de-icing agents containing chlorides can prevent the damage to the vegetation. †¢ During the storage of sand and salt, care should be taken to store them on impervious surfaced area, which is covered and has adequate drainage facility. This will prevent the run-off of these substances and accumulation in the water bodies. During loading, care should be taken to prevent the spilling of salt or sand. By better management one can minimize the loss to the environment and the search of safer alternatives might decrease the environmental impacts completely. Some chemicals have been used as road salt alternatives, but they were either used for a short duration or in limited quantities. The long term impact of these chemicals is yet to be studied. Some of these chemicals are: Calcium chloride – It is the second most commonly used de-icing agent and it can perform well at lower temperatures. It can be directly applied in liquid form and prevent the bonding of snow or ice to the pavement. However, some disadvantages like, difficulty in storing and handling, higher cost, environmental impact of chloride, tendency to corrode metals, have limited its use. Potassium chloride – It is a naturally occurring material but can damage concrete, damage the vegetation by burning leaves and inhibit plant growth It can prove to be hazardous to environment due to the presence of chloride. These disadvantages have limited the use of this material for de-icing (Road Salt and Water Quality, 4). Magnesium chloride – It shows faster action in comparison to sodium chloride and is effective in very cold conditions (at a temperature of 5 °F). However, incorrect application might lead to slippery condition and also shows corrosive action on metals. . Urea – It is a fertilizer and when used in huge quantities for de-icing, it can increase the nutrient content of the water systems, which might lead to eutrophication in future. It gets rapidly broken down into ammonia which gets released into the environment. It also shows corrosive action (Road Salt and Water Quality, 4). Potassium acetate – This material is biodegradable and has shown less environmental impact. It shows high performance and is less corrosive in nature. Except mild irritation after inhalation, no other health hazards have been recorded. This material depletes the oxygen from the aquatic ecosystems temporarily and might stimulate the growth of the plants. However, further research is required to ascertain the efficacy of the potassium acetate as road salt. Calcium Magnesium Acetate – This material is prepared by mixing limestone with acetic acid. It shows less negative effects on aquatic biota, soil and vegetation. The impact of this material on ground water has been noted to be less, when compared with sodium chloride. The main limiting factor associated with the use of potassium acetate and calcium magnesium acetate, is their huge cost. As they are costly and less accessible, they are presently being used on bridges as they show less corrosive action and in environmental sensitive areas. Research promoting the huge production of these materials can reduce the cost and prevent environmental hazards. Simultaneously, the long term impacts of these materials should also be analyzed (Wegner and Yaggi). Some natural substances show the capacity of de-icing, but generally they cannot be used commercially on a widespread manner. But initiatives taken from each home, depending upon the availability of these substances, can lessen the environmental impacts to some extent. These substances include: Sand –Many properties like inexpensive nature, no harmful impacts on the environment, easy sweeping capacity and tendency to provide traction, make it a better alternative to salt. Brick sand can better serve the purpose as it is granular and coarser than the regular sand. It is easily available at building supply stores. Sand can absorb sunlight and warm the ice or snow lying beneath. This will facilitate the faster melting of ice (Road Salts Alternatives). Ashes – People having a wood burning fireplace can use ashes as it is economical and convenient to use. Ashes also absorb sunlight and provide traction, hence increasing the rate at which ice melts. Cat litters – It is one of the expensive options but if it is available at home, it can be used (Road Salts Alternatives). Agricultural byproducts – Some agricultural byproducts obtained from corn have lower freezing point due to which they delay the process of the formation of ice crystals. However, they are not efficient in melting the snow or ice. These products can be used to prevent the formation of ice (Road Salt and Water Quality). De-icing is very essential to treat many roadways so everyday life can carry on, but it should not be at the cost of environment. We should be taking measures to preserve our environment, not damage it. Which is why we need to look for and use safer and environmental friendly alternatives for de-icing. C/R B. B

The Effects of Technology on the Accounting Profession Paper free essay sample

Click the Virtual Organization link on the student website to access company information on Riordan Manufacturing. Then, select one of the accounting cycles. This selection is the basis of this and subsequent Learning Team assignments, so obtain faculty approval for your selection. Write a 1,050- to 1,400-word paper addressing the following: o Identify the five accounting cycles and explain how this organization uses the accounting cycle you have selected. o Comment on the strengths and weaknesses of the internal controls related to this cycle. Explain how you would integrate this part of the accounting cycle into an enterprise-wide accounting information system. o Differentiate between the various types of information systems necessary to achieve this integration. o Demonstrate the flow of accounting information through this organization. Format your paper consistent with APA guidelines. Week 3 Individual Assignment: Accounting Information Systems Simulation Summary Complete the Accounting Information Systems simulation located on the student website. We will write a custom essay sample on The Effects of Technology on the Accounting Profession Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Write a 350-word summary addressing the following: o What are the advantages of having the same person performing multiple activities in a particular process? What are the disadvantages? o Where would you draw the line between cost-benefit analysis and accuracy of records? o How would prioritization affect Ramos International’s expected loss over the current year? Format your summary consistent with APA guidelines. Learning Team Assignment: Hardware and Software Selection Paper Write a 1,050- to 1,400-word paper using the same step of the accounting cycle your Learning Team selected for its Accounting Cycle Description Paper that examines the hardware and software necessary to integrate this accounting process into an automated system. Discuss what information might need to be shared between the different cycles. Include the following in your paper: o Who needs access to the information? o What controls need to be in place? o What types of reports need to be generated? o What information should be available through the corporate intranet or the Internet? Week 4 Individual Assignment: Database Definition Exercise Complete the University of Phoenix Material: Database Definitions Exercise located on the student website. Individual Assignment: Assignments From the Readings Write a response to the following assignment from the Core Concepts of Accounting Information Systems text: o Chapter 13: Case Analyses 13–22 (Martin Shoes, Inc. ) Learning Team Assignment: Database Tables Exercise Develop at least two tables, using the same step of the accounting cycle selected for your previous Learning Team assignments, that could be used in a database for your selected accounting cycle. Use keys to demonstrate the relationships between your database tables. Use fictitious data when entering information into the tables. Note. A key is a unique identifier that distinguishes rows within a database table. To view examples, please refer to your text. Week 5 Individual Assignment: Sarbanes-Oxley Act Article Analysis Use the Electronic Reserve Readings, the University Library, the Internet, or other credible resources to locate an article that examines the Sarbanes-Oxley Act. Write a 700- to 1,050-word summary of this article addressing the following: o Explain how the Sarbanes-Oxley Act affects the internal control of your organization or an organization of your choosing. o Discuss auditing around the computer and through the computer, the relevance of each, and how it affects your organization or an organization of your choosing. Cite your article in your summary, and prepare to discuss your article in class. Format your summary consistent with APA guidelines

Your Business Plan Essay Sample - How to Write a Business Plan

Your Business Plan Essay Sample - How to Write a Business PlanEvery successful entrepreneur knows the importance of writing a business plan as part of their business structure. This is not just a plan to lay out their venture, but it's the backbone of all business enterprises. Having a business plan makes you an entrepreneur that has a strong direction in which they are heading in.To start with a business plan, you need to write your goal statement, what do you want to accomplish, and how do you think you can do this? Your goal is simple. A way to start your life for your business. The next part, how do you want to accomplish this, will be easier to write once you have created the steps to get there.The purpose of your business plan is to let others know what your business is and where you're going. The best way to make it interesting to read is to be detailed and concrete. The people that read your business plan will have an idea of your business, where you're headed, and what you'r e up to. Since this is your first written document, it's important to make sure you know what you want to do with your business, and who you're targeting. There are five key aspects to writing a business plan:You should also consider that writing a business plan is like writing any other document. It takes work, and there's nothing wrong with asking someone else to do the work for you. Even if you're a native English speaker, there are probably professional writers you can look up and find someone to help you with your business plan.You can also find free business plan writing samples on the internet. It might take some time and effort, but it will pay off in the end. Writing your own business plan is also very helpful in that you're writing everything yourself, rather than relying on someone else's judgment. Writing your own business plan has many benefits including: you're making the decision for yourself; you have complete control over the content; you have no worries about forma tting; you can change or add content as much as you want; you'll always have things spelled out clearly. Now that we have an overview of the different advantages, let's discuss some more detail about how to write a business plan.In order to write a business plan, first decide what your business should be. Then decide what the goals and objectives for your business are. Next, you need to put a business plan together in terms of a document that you can print out and keep on hand. For the most part, this is a type of business plan and as such, has its own format. The best method is to write out your entire business plan as a series of sections, especially when you're working on a larger one.With a few of these tips in mind, writing a business plan shouldn't be difficult at all. You should also remember that your business isn't finished until it's done and complete. Don't start your business without a solid business plan, and don't go about writing one without first getting the first st eps on paper.

9 Tips for Successful Textbook Adoption

9 Tips for Successful Textbook Adoption Textbooks are vital tools within the realm of education and textbook adoption is an essential part of the process. The textbook industry is a multi-billion dollar industry.  Ã¢â‚¬â€¹Textbooks are to teachers and students as a bible is to pastors and their congregations. The issue with textbooks is that they quickly become outdated as standards and content continually change. For example, the impending Common Core State Standards are resulting in a massive shift in focus amongst textbook manufacturers. To offset this, many states adopt textbooks in a five-year cycle rotating amongst the core subjects. It is essential that the people choosing the textbooks for their district choose the right textbook because they will be stuck with their choice for at least five years. The following information will guide you through the textbook adoption process on your way to choosing the right textbook for your needs. Form a Committee Many districts have curriculum directors that lead the textbook adoption process, but sometimes this process falls back on the school principal. In any case, the person put in charge of this process should put a committee of 5-7 members together to assist in the adoption process. The committee should be made up of the curriculum director, building principal, several teachers who teach the subject up for adoption, and a parent or two. The committee will be charged with finding the best textbook that meets the overall district’s needs. Obtain Samples The first duty of the committee is to solicit samples from each of the textbook vendors that have been approved by your state department. It is critical that you only select approved vendors. Textbook companies will send you a comprehensive set of samples that include both teacher and student materials across all grade levels for the subject being adopted. Be sure to have a place set aside with lots of room to store your samples. Once you have finished previewing the material, you can typically return the material back to the company at no charge. Compare Content to Standards Once the committee has received all their requested samples, they should begin to go through the scope and sequence looking for how the textbook aligns to current standards. No matter how good a textbook is if it does not align to the standards your district uses, then it becomes obsolete. This is the most crucial step in the textbook adoption process. It is also the most tedious and time-consuming step. Each member will go through each book, making comparisons, and taking notes. Finally, the entire committee will look at each individual’s comparisons and cut out any textbook that doesn’t align at that point. Teach a Lesson The teachers on the committee should pick a lesson from each perspective textbook and use that book to teach the lesson. This allows teachers to get a feel for the material, to see how it motivates their students, how their students respond, and to make comparisons about each product through the application. The teachers should make notes throughout the process highlighting things they liked and things they didn’t. These findings will be reported to the committee. Narrow It Down At this point, the committee should have a solid feel for all the different textbooks available. The committee should be able to narrow it down to their top three choices. With only three choices, the committee should be able to narrow their focus and are on their way to deciding which is the best choice for their district. Bring in Individual Sales Representatives The sales representatives are the true experts within their respective textbooks. Once you have narrowed your choices, you can invite the remaining three company’s sales representatives to give a presentation to your committee members. This presentation will allow committee members to gain more in-depth information from an expert. It also allows the committee members to ask questions that they may have about a specific textbook. This part of the process is about giving committee members more information so that they can make an informed decision. Compare Costs The bottom line is that school districts operate on a tight budget. This means that the cost of textbooks is likely already in the budget. It important that the committee knows they cost of each textbook as well as the district’s budget for these textbooks. This plays a crucial part of choosing textbooks. If the committee deems a particular textbook as the best option, but the cost of purchasing those books is $5000 over the budget, they probably should consider the next option. Compare Free Materials Every textbook company offers â€Å"free materials† if you adopt their textbook. These free materials are of course not â€Å"free† as you likely pay for them in some manner, but they are valuable to your district. Many textbooks now offer materials that can be incorporated with classroom technology such as smart boards. They often offer free workbooks for the life of the adoption. Each company puts their own spin on the free materials, so the committee needs to look at each available option in this area as well. Come to a Conclusion The final charge of the committee is to decide which textbook they should adopt. The committee will put in many hours over the course of several months and should have a clear idea of that point as to which option is their best option. The main thing is that they make the right choice because they will likely be stuck with their choice for several years to come.

Experts Guide to the AP Literature Exam

Expert's Guide to the AP Literature Exam SAT / ACT Prep Online Guides and Tips If you're planning to take theAP English Literature and Composition exam, you'll need to get familiar with what to expect from the test. Whether the 2019 test date ofWednesday, May 8 is near or far,I’m here to help you get serious about preparing for the exam. In this guide I’ll go over the test's format and question types, howit's graded, best practices for preparation, and test day tips. You’ll be on your way to AP English Lit success in no time! AP English Literature: Exam Format and Question Types The AP Literature Exam is a three-hour exam that contains two sections. First is an hour-long, 55-question multiple choice section, and then a two hour, three question free-response section. The exam tests your ability to analyze works and excerpts of literature and also cogently communicate that analysis in essay form. Read on for a breakdown of the two different sections and their question types. Multiple Choice Section The multiple-choice section, or Section I of the exam, is 60 minutes long and has 55 questions. You can expect to see 4-5 excerpts of prose and poetry. You will, in general, not be given an author, date, or title for these works, although occasionally the title of a poem is given. Unusual words are also sometimes defined for you. The date ranges of works could fall from the 16th to the 21st century. Most works will be originally written in English, although you may occasionally see a passage in translation. There are, generally speaking, eight kinds of questions you can expect to see on the AP English Literature and Composition test. I’ll break each of themdown here and give you tips on how to identify and approach them. "Tiny books carried by ladies" is not one of the question types. The 8 Multiple-Choice Question Types on the AP Literature Exam Without further ado, here are the eight question types you can expect to see on the AP lit exam. All questions are taken from the sample questions on the â€Å"AP Course and Exam Description.† Reading Comprehension These are questions that test your ability to understand what the passage is saying on a pretty basic level. They don’t require you to do a lot of interpretation- you just need to know what is actually going on. You can identify these from words and phrases like â€Å"according to,† â€Å"asserting,† â€Å"mentioned,† and so on. Basically, words that point to a fairly concrete register of meaning. You can succeed on these questions by careful reading of the text. You may have to go back and re-read parts to make sure you understand what the passage is saying. Example: Inference These questions ask you to infer something- a character or narrator’s opinion, an author’s intention, and so forth- based on what is said in the passage. It will be something that isn’t stated directly or concretely, but that you can assume based on what is stated clearly in the passage. You can identify these questions from words like â€Å"infer,† and â€Å"imply.† The key to these questions is to not be tripped up by the fact that you are making an inference- there will be a best answer, and it will be the choice that is best supported by what is actually found in the passage. In many ways, inference questions are like second-level reading comprehension questions- you need to know not just what a passage says, but what it means. Example: Identifying and Interpreting Figurative Language These are questions in which you have to either identify what word or phrase is figurative language or provide the meaning of a figurative phrase. You can identify these as they will either explicitly mention figurative language (or a figurative device like simile or metaphor) or will include a figurative language phrase in the question itself. The meaning of figurative language phrases can normally be determined by the phrase’s context in the passage- what is said around it? What is the phrase referring to? Example 1: Identifying Example 2: Interpreting Literary Technique These questions involve identifying why an author does what they do: from using a particular phrase to repeating certain words. Basically, what techniques is the author using to construct the passage/poem and to what effect? You can identify these questions bywordslike â€Å"serves chiefly to,† â€Å"effect,† â€Å"evoke,† and â€Å"in order to.† A good way to approach these questions is to ask yourself, so what? Why did the author use these particular words or this particular structure? Example: Character Analysis These questions will ask you to describe something about a character. You can spot them because they will refer directly to characters’ attitudes, opinions, beliefs, or relationships with other characters. This is, in many ways, a special kind of inference question since you are inferring the broader personality of the character based on the evidence in a passage. Also, these crop up much more commonly for prose passages than poetry ones. Example: Overall Passage Questions Some questions will ask you to identify or describe something about the passage/poem as a whole: its purpose, tone, genre, etc. You can identify these byphrases like â€Å"in the passage,† and â€Å"as a whole.† To answer these questions, you need to think about the excerpt with a bird’s-eye view. What is the overall picture created by all the tiny details? Example: Structure Some questions will ask you about specific structural elements of the passage- a shift in tone, a digression, the specific form of a poem, etc.Often these questions will specify a part of the passage/poem and ask you to identify what that part is accomplishing. Being able to identify and understand the significance of any shifts- structural, tonal, in genre, etc- will be of key importance for these questions. Example: Grammar/Nuts Bolts Very occasionally you will be asked a specific grammar question, such as what word an adjective is modifying. I would also include in this category very specific questions like the meter of a poem (i.e. iambic pentameter). These questions are less about the literary artistry and more about the fairly dry technique involved in having a fluent command of the English language. Example: That covers the 8 question types! Keep track of these. The AP Literature Free-Response Section Section II of the exam is two hours long and involves three free-response essay questions- so you'll have roughly 40 minutes per essay. Note, though, that no one will prompt you to move from essay to essay, so you can theoretically divide up the time how you want (but be sure to leave enough time for each essay). The first two essays are literary analysis essays of specific passages, with one poem and one prose excerpt- and the final is an analysis of a given theme in a work selected by you, the student. Essays One and Two - Literary Passage Analysis For the first two essays, you’ll be presented with an excerpt and directed to analyze the excerpt for a given theme, device, or development.One of the passages will be poetry, and one will be prose.You will be provided with the author of the work, the approximate date, and some orienting information (i.e. the plot context of an excerpt fromanovel). Sample Questions (from 20 Free Response Questions) Poetry: Prose: Essay Three - Thematic Analysis For the third and final essay, you’ll be asked to discuss a particular theme in a work that you select.You will be provided with a list of notable works that address the given theme below the prompt, but you can also choose to discuss any â€Å"work of literary merit.† So you DO have the power to choose which work you wish to write an essay about, but the key word here is â€Å"literary merit.† So no genre fiction! Stick to safe bets like authors in the list on pages 10- of the Course and Exam Description. (I know, I know- lots of ‘genre’ fiction works DO have literary merit, and Shakespeare actually began as low culture, and so on and so forth. You may well find academic designations of â€Å"literary merit† elitist and problematic, but the time to rage against the literary establishment is not your AP lit test.) Here’s a sample question (from 20): As you can see, the list of works provided spans many different time periods and countries:there are ancient Greek plays (Antigone), modern literary works (like Margaret Atwood’s The Blind Assassin or Barbara Kingsolver’s The Poisonwood Bible), Shakespeare plays (The Merchant of Venice), 19th-century Russian lit (Crime and Punishment), and so on. You might even see something by this guy. How Is the AP Literature Test Graded? The multiple-choice section of the exam comprises 45% of your exam score. The three essays comprise the other 55%. Each essay, then, is worth about 18%. As on other AP exams, your raw score will be converted to a score from 1-5. You don’t have to get every point possible to get a 5 by any means- but the AP English Literature test does have one of the lowest 5 rates of all APs, with only 5.6% of students receiving 5s in 2018. But how do you get raw scores at all? Multiple-Choice Scoring For the multiple-choice section, you receive a point for each question you answer correctly. There is no guessing penalty, so you should answer every question- but guess only after eliminating any answer that you know is wrong to up your chances of choosingthe correct one. Free-Response Scoring Scoring for multiple choice is pretty straightforward. However, essay scoring is a little more complicated. Each of your essays will receive a score from 0-9 based on the College Board rubric. You can actually find question-specific rubrics for all of the released free-response questions for AP English lit (see â€Å"scoring guidelines†). While all of the rubrics are broadly similar, there are some minor differences between each of them. I’ll go over the rubrics now- both what they say and what they mean for you. Poetry Passage Analysis Rubric Score What the College Board Says What it Means 9-8 These essays persuasively address the assigned task. These essays offer a range of interpretations; they provide a convincing reading and analysis of the poem. They demonstrate consistent and effective control over the elements of composition appropriate to the analysis of poetry. Their textual references are apt and specific. Though they may not be error-free, these essays are perceptive in their analysis and demonstrate writing that is clear and sophisticated, and in the case of a 9 essay, especially persuasive. Your argument is convincing and it addresses all elements of the prompt. You interpret the language of the poem in a variety of ways (i.e. your analysis of the poem is thorough). Your essay is particularly well-written and well-organized. You appropriately reference specific moments in the poem to support your argument. A 9 essay is particularly persuasive. 7-6 These essays reasonably address the assigned task. They are less thorough or less precise in the way they address the task, and their analysis is less convincing. These essays demonstrate an ability to express ideas clearly, making references to the text, although they do not exhibit the same level of effective writing as the 9-8 papers. Essays scored a 7 present better-developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the prompt, but your analysis is not as complete or convincing as a 9-8 essay. You do make specific references to the poem and your writing is clear and effective, but not necessarily masterful. 5 These essays respond plausibly to the assigned task, but they tend to be superficial in their analysis. They often rely on paraphrase, which may contain some analysis, implicit or explicit. Their analysis may be vague, formulaic, or minimally supported by references to the text. There may be minor misinterpretations of the poem. These essays demonstrate some control of language, but they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7-6 essays. You answer the prompt in a way that is not implausible or unreasonable, but your analysis of the poem is surface-level. You may paraphrase the poem instead of making specific references to its language. You may not adequately support your analysis of the poem, or you may misinterpret it slightly. Your essay is not a total mess, but not necessarily particularly well-organized or argued. 4-3 These lower-half essays fail to offer an adequate analysis of the poem. The analysis may be partial, unconvincing, or irrelevant, or ignore part of the assigned task. Evidence from the poem may be slight or misconstrued, or the essays may rely on paraphrase only. The essays often demonstrate a lack of control over the conventions of composition: inadequate development of ideas, accumulation of errors, or a focus that is unclear, inconsistent, or repetitive. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt. Your analysis of the poem is incomplete or incorrect, or you do not reference any specific language of the poem. Your essay is undeveloped, unclear, or poorly organized. A 3 essay either significantly misinterprets the poem or is particularly poorly written. 2-1 These essays compound the weaknesses of the papers in the 4–3 range. Although some attempt has been made to respond to the prompt, the student’s assertions are presented with little clarity, organization, or support from the poem. These essays may contain serious errors in grammar and mechanics. They may offer a complete misreading or be unacceptably brief. Essays scored a 1 contain little coherent discussion of the poem. Only minimal attempt is made to respond to the prompt. Essay is disorganized or not supported by evidence from the poem. May contain numerous grammar and mechanics errors. May completely misinterpret the poem or be too short. A 1 essay barely mentions the poem. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! Prose Passage Analysis Rubric Score What the College Board Says What it Means 9-8 These essays persuasively address the assigned task. These essays make a strong case for the student’s interpretation. They may consider a variety of literary devices, and they engage the text through apt and specific references. Although these essays may not be error-free, their perceptive analysis is apparent in writing that is clear and effectively organized. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored an 8. Your argument is convincing and addresses all parts of the prompt. You discuss a number of literary devices in your analysis and use specific and appropriate excerpts from the text as evidence in your argument. Your writing is clear, focused, and well-organized. A 9 essay has a particularly well-developed interpretation of the text and is better-written than an 8. 7-6 These essays reasonably address the task at hand. The writers provide a sustained, competent reading of the passage, with attention to a variety of literary devices. Although these essays may not be error-free and are less perceptive or less convincing than 9–8 essays, they present ideas with clarity and control and refer to the text for support. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the prompt. Your interpretation is coherent and you reference multiple literary devices in your analysis. You do reference specific moments in the text for support. Your essay is adequately organized and focused. However, your argument may be less convincing or insightful (i.e. more obvious) than a 9-8 essay. 5 These essays respond to the assigned task with a plausible reading of the passage but tend to be superficial or thin. While containing some analysis of the passage, implicit or explicit, the way the assigned task is addressed may be slight, and support from the passage may tend toward summary or paraphrase. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. You address the prompt, but your argument may be surface-level. You rely too much on summary or paraphrase of the text in your argument instead of using specific moments in the text. Your essay does have some elements of organization and focus but has some distracting errors. 4-3 These lower-half essays fail to offer an adequate analysis of the passage. The analysis may be partial, unconvincing, or irrelevant; the writers may ignore part of the assigned task. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt, whether because your argument is partly unrelated to the task at hand or simply ignores elements of the prompt. Your essay is poorly focused and/or repetitive and has little textual support. A 3 essay significantly misinterprets the passage and/or is very poorly written. 2-1 These essays compound the weaknesses of the essays in the 4–3 score range. They may feature persistent misreading of the passage or be unacceptably brief. They may contain pervasive errors that interfere with understanding. Although some attempt has been made to respond to the prompt, the student’s ideas are presented with little clarity, organization, or support from the passage. Essays scored a 1 contain little coherent discussion of the passage. Essay does not adequately address the assigned task. It may be very short or repeatedly misinterpret the passage. May be poorly written enough that it is hard to understand. These essays may be unfocused, unclear, or disorganized. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! Student Choice Rubric Score What the College Board Says What it Means 9-8 These essays offer a well-focused and persuasive analysis of the assigned theme and how it relates to the work as a whole. Using apt and specific textual support, these essays address all parts of the prompt. Although these essays may not be error-free, they make a strong case for their interpretation and discuss the literary work with significant insight and understanding. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored 8. Your essay convincingly addresses the task in a way that is clear and focused. You reference many specific moments in the text in support of your argument. You build a strong case- with lots of evidence- in support of your interpretation of the text. Your argument shows a deep understanding of the text. A 9 essay has more complex analysis and is better-written than an 8. 7-6 These essays offer a reasonable analysis of the work of the assigned theme and how it relates to the work as a whole. These essays address all parts of the prompt. While these essays show insight and understanding, their analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of the 9–8 essays. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. Your essay addresses the task adequately. Your interpretation of the text is apt and shows that you generally understood it, although your analysis may be more conventional or include less specific textual evidence than a 9-8 essay. 5 These essays respond to the assigned task with a plausible reading, but they tend to be superficial or thinly developed in analysis. They often rely upon plot summary that contains some analysis, implicit or explicit. Although these essays display an attempt to address the prompt, they may demonstrate a rather simplistic understanding and support from the text may be too general. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. Your essay addresses the prompt, but your argument may be very basic and/or rely too much on plot summary instead of true analysis of the text. Your essay may reveal that you do not thoroughly understand the text. Your essay may have some grammar/linguistic errors. Your essay is not especially well-organized or focused. 4-3 These lower-half essays fail to adequately address the assigned task. The analysis may be partial, unsupported, or irrelevant, and the essays may reflect an incomplete or oversimplified understanding of how a given theme functions in the text, or they may rely on plot summary alone. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors; they may lack control over the elements of college-level composition. Essays scored a 3 may contain significant misreading and/or demonstrate inept writing. Your essay does not address the prompt. Your analysis shows that you either do not understand how to address the prompt, cannot build support for your interpretation, or do not understand the text. Your essay may be poorly organized, poorly written and/or repetitive. A 3 essay significantly misinterprets the chosen work and/or is very poorly written. 2-1 Although these essays make some attempt to respond to the prompt, they compound the weaknesses of the papers in the 4–3 score range. Often, they are unacceptably brief or incoherent in presenting their ideas. They may be poorly written on several counts and contain distracting errors in grammar and mechanics. Remarks may be presented with little clarity, organization, or supporting evidence. Essays scored a 1 contain little coherent discussion of the text. Your essay does not address the prompt. It may be too short or make little sense. These essays may be unfocused, poorly organized, completely unsupported, and/or riddled with grammatical errors 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! As you can see, the rubric for the poetry essay is focused more on poetic devices, and the rubric for the prose essay is focused more on literary devices and techniques. Both of those essays are very specifically focused on the analysis of the poem/prose excerpt. By contrast, the student choice essay is focused onhow your analysis fits into the work as a whole. To get a high-scoring essay in the 9-8 range, you need to not only come up with an original and intriguing argument that you thoroughly support with textual evidence, your essay needs to be focused, organized, clear, and well-written. And all in 40 minutes peressay! If getting a high score sounds like a tall order, that’s because it is. The mean scores on each of the essays last year was around a 4 out of 9. That means, most essays were scored lower than a 5. So even getting a 7 on these essays is an accomplishment. If you write it down, it must be true! Skill-Building for Success on the AP Literature Exam There are several things you can do to hone your skills and best prepare for the AP Litexam. Read Some Books, Maybe More Than Once One of the most important things you can do to prepare yourself for the AP Literature and Composition exam is to read a lot, and read well. You’ll be reading a wide variety of notable literary works in your AP English Literature course, but additional reading will help you further develop your analytical reading skills. You might check out the College Board’s list of â€Å"notable authors† on pages 10- of the â€Å"Course and Exam Description.† In addition to reading broadly, you’ll want to become especially familiar with the details of 4-5 books with different themes so that you’ll be sure to be prepared to write a strong student choice essay. You should know the plot, themes, characters, and structural details of these 4-5 books inside and out. See my AP English Literature Reading List for more guidance. Read (and Interpret) Poetry One thing students may not do very much on their own time, but that will help a lot with exam prep, is to read poetry. Try to read poems from a lot of eras and authors to get familiar with the language. When you think you have a grip on basic comprehension, move on to close-reading (see below). Hone Your Close Reading and Analysis Skills Your AP class will likely focus heavily on close reading and analysis of prose and poetry, but extra practice won’t hurt you. Close-reading is the ability to identify which techniques the author is using and why they are using them. You’ll need to be able to do this both to gather evidence for original arguments on the free-response questions and to answer analytical multiple-choice questions. Here are some helpful close-reading resources for prose: The University of Wisconsin-Madison’s writing center has a guide to close-reading. You can also check out this close-reading guide from the Harvard College Writing Center. The Purdue OWL has an article on steering clear of close-reading â€Å"pitfalls.† And here are some for poetry: The University of Wisconsin-Madison also has a poetry-reading guide. There’s also an excellent guide to reading poetry at Poets.org, complete with two poetry close-readings. Learn Literary and Poetic Devices You’ll want to be familiar with literary terms so that any questions that ask about them will make sense to you. Again, you’ll probably learn most of these in class, but it doesn’t hurt to brush up on them. Here are some comprehensive lists of literary terms with definitions: About.com Literary Glossary Literary-Devices.Com list, which even has examples! Practice Writing Essays The majority of your grade on the AP English Lit exam comes from essays, so it’s critical that you practice your timed essay-writing skills. You of course should use the College Board’s released free-response questions to practice writing complete timed essays of each type, but you can also practice quickly outlining thorough essays that are well-supported with textual evidence. Take Practice Tests Taking practice tests is a great way to prepare for the exam. It will help you get familiar with the exam format and experience. You can get sample questions from the Course and Exam Description, there are released College Board exams here, and we have a complete article on AP English Lit practice test resources. Be aware that the released exams don’t have complete slates of free-response questions, so you may need to supplement with released free-response questions (see link in above section). Since there are two complete released exams, you can take one towards the beginning of your prep time to get familiar with the exam and set a benchmark, and one towards the end to make sure the experience is fresh in your mind and to check your progress. Don't wander like a lonely cloud through your AP lit prep. AP Literature Test Day Tips Here are my top six tips for taking the exam: #1: On the multiple-choice section, it’s to your advantage to answer every question. If you eliminate all of the answers you know are wrong before guessing, you’ll up your chances of guessing the correct one. #2: Don’t rely on your memory of the passage when answering multiple-choice questions (or for writing essays, for that matter). Look back at the passage! #3: Interact with the text- circle, mark, underline, make notes, whatever floats your boat. This will help you retain information and actively engage with the passage. #4: This was mentioned above, but it’s critical that you know 4-5 books well for the student choice essay. You’ll want to know all the characters, the plot, the themes, and any major devices or motifs the author uses throughout. #5: Be sure to plan out your essays! Organization and focus are critical for high-scoring AP Literature essays. #6: Manage your time on essays closely. One strategy is to start with the essay you think will be the easiest to answer. This way you’ll be able to get through it while thinking about the other essays. And don't forget to eat breakfast! Apron optional. Key Takeaways The AP Literature exam is a three-hour exam: It includes one 55-question, hour-long multiple-choice section based on four-five prose and poetry passages, and a two hour free-response section with three essays- one analyzing a poetry passage, one analyzing a prose passage, and one analyzing a work chosen by the student. The multiple-choice section is worth 45% of your total score and the free-response section is worth 55%. Essays are scored on a rubric from 0-9. Raw scores are converted to a score from 1-5. Here are some things you can do to prepare for the exam: Read books, and be particularly familiar with 4-5 works for the student-choice essays Read poetry Work on your close-reading and analysis skills Learn literary devices Practice writing essays Take practice tests! On test day, be sure to really look closely at all of the passages and closely interact with them by marking the text in a way that makes sense to you. This will help on multiple-choice questions and the free-response essays. Be sure also to outline your essays before you write them! With all this mind, you’re well on your way to AP Lit success! What's Next? If you're taking other AP exams this year, you may be interested in our other AP resources: from the Ultimate Guide to the US History Exam,to the Best 2016 Review Guide for AP Chemistry, to the Best AP Psychology Study Guide, we have articles on tons of AP courses and exams. Looking for practice exams? Here are some tips on how to find the best AP practice tests. We also have comprehensive lists of practice tests for AP Psychology, AP Biology, AP Chemistry, and AP US History. 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: