Some of the Advantages of Taking Online Coursework

<h1>Some of the Advantages of Taking Online Coursework</h1><p>The exercises and ideas you gain from a coursework online course can assist you with prevailing in the business world. In the event that you appreciate learning and sharing thoughts, you may likewise like the manner in which online courses assist you with sparing time, vitality and money.</p><p></p><p>Online courses don't require any understudy to be available in the study hall. While there are numerous advantages to taking an online course, there are a couple drawbacks.</p><p></p><p>One of the primary things you can expect with online courses is that you will be working at your own pace. It is suggested that you work at your own pace however a couple of understudies report that the course materials don't permit them to finish the course in the time allocated. The undertaking ought to be worked in a layout yet the assignments ought not be excessively mind bo ggling. Different understudies find that they can finish the assignments a lot speedier when they utilize the online resources.</p><p></p><p>Many online course function admirably in light of the online idea. You don't need to be in a similar area as the class. There are consistently a few different ways to consider the online materials. You can concentrate individually, contingent upon the educator, you can send messages to the teacher for assignments, you can visit with different understudies and you can check the coursework online.</p><p></p><p>Your coursework online should likewise be possible utilizing a library, the web and different assets. A few instructors additionally urge understudies to finish the coursework online due to the time duty it requires. You may work a couple of assignments one after another or you might have the option to finish the coursework at home. The various courses are for the most part intended to do a ce rtain something and afterward they stop.</p><p></p><p>You don't must have a total comprehension of any piece of the course or the online coursework. Most teachers permit you to investigate the ideas before the coursework material is talked about in class. A few understudies find that they can finish the coursework on the web however may not comprehend the material that was canvassed in class. A few understudies find that the online materials don't cover all the regions of the course.</p><p></p><p>It is for the most part dependent upon the understudy to choose whether a coursework online program is directly for them. In the event that you are available to attempting another technique for learning, at that point a coursework online can be the correct decision for you.</p>

ACT Science Graphs and Tables

4 Your Complete Guide to ACT Science Graphs and Tables What can you expect to find when looking at ACT Science graphs and tables? Ill go into great detail in just a minute about how to understand and approach these kinds of visuals on the exam. Before that, though, lets examine exactly what youll see on the test. On the ACT, you can expect to encounter tables and graphs of many kinds. These include tables with passages, illustrative diagrams, bar graphs, scatter plots, line graphs, and region graphs. Thats quite a diverse collection of graphics! In other words, you may find yourself confronted with tables or graphs that look like any or all of the following: But dont worry too much about those images right now. Well discuss each of them and what they represent a little later on. With that in mind, this is a long post, covering everything you need to know about ACT Science graphs and tables. I highly suggest you read it all through, but if you want to just take a look at the basics or skip down to the more complicated stuff, you can use this table of contents to jump to the relevant section: Understanding ACT Science Tables ACT Science Graphs Understanding ACT Science Graphs Complicated ACT Science Graphs Connecting the Graph and the Question Understanding ACT Science Tables One of the tricky parts of ACT science is the visual literacy component. By this, I mean the use of visually organized information—tables and graphs. The ACT uses a lot of scientific visuals and many of them are more complicated than the kinds of visuals you’d typically see in popular media. The good news is that these visuals can be mastered during ACT prep. The trick is to know what types of visuals you might see on the exam and to understand the components within each visual. In this post, we’ll look specifically at tables on the ACT. Intro to ACT Science Tables Tables contain two basic visual elements: columns (information that runs up and down the table vertically) and rows (information that displays horizontally across the table). This can be seen in the table below, which describes different kinds of geometric shapes. Photo by  kidspot.com.au In this table we see that the far left column represents different types of polygons, while the narrower columns to the right of the â€Å"polygons† column represent the number of sides, angles, vertices and diagonals (lines between two vertices) that different polygonal shapes have. There are 8 rows in this graph, each representing a different type of polygon. Reading the rows horizontally from left to right, you can see how many sides, angles, vertices and diagonals a particular type of shape has. Reading ACT Science Tables To understand any table, you need to understand what each column and row represents. In a straightforward table like the one above, it’s pretty easy to recognize what the columns and rows mean. On the ACT Science table below (taken from page 48 of the free practice test on the official ACT website) the purpose of each row and column is not-so-clear at a glance. It’s easy to look at a table like this and feel overwhelmed or confused. What you need to remember is that the ACT doesn’t expect you to understand a table like this just by looking at it. The ACT will always give a full explanation of chart columns in the text of a science passage. Here is this table with full text explanation: Now obviously, even with text it’s still not possible to identify every row and column at a glance. You have all the information you need, but putting that information together requires some careful reading. Let’s scan for words in the reading that match up to the words in the table. Here are the two key sentences, with the most important words in bold: A typical acid-base indicator is a compound that will be one color over a certain lower pH range but will be a different color over a certain higher pH range. From this sentence, you can know that the column labeled â€Å"indicator† represents different chemical compounds that change colors when pH changes. Students studied 5 acid-base indicators using colorless aqueous solutions of different pH Now you know that the five rows labelled â€Å"Metanil yellow,† â€Å"Resorcin blue,† â€Å"Curucumin,† and so on are the specific indicator substances that change color when pH value changes. And you can understand that the broad column labelled â€Å"Color in a solution with a pH of† represents the different pH values. In turn, you can then understand that the sub-columns numbered 0-7 represent the different pH values. The color of the resulting solution in each well was then recorded in Table 1 (B = blue, G = green, O = orange, P = purple, R = red, Y = yellow). From this sentence, you can understand that the capital in the intersecting indicator rows and pH value columns represent the changing colors of the indicators when they’re exposed to different pH balanced solutions. So in just three steps, you’ve defined every value in the table. This will allow you to answer table-related questions much more easily. It will also allow you to quickly understand the two similar tables that follow this table on page 48 of the practice exam. Now, here’s the most important thing to remember: when the ACT gives you table-based questions like this, you’re being tested on the skill of interpreting scientific tables, NOT the specific knowledge of the scientific facts in the table. You may not know exactly what pH is, how pH balance can be changed in a chemical solution, or why a change in pH can change the colors of certain chemicals. And that’s OK. What’s important is that you have the reading and thinking skills you need to learn specific science information in your future university studies. The ACT measures those broad science skills and rising to this challenge will prove to universities that you’re ready to learn from college-level science courses in your future studies. ACT Science Graphs There are many, many types of graphs in the world. Just as there are almost infinite ways to describe something, there are near-infinite different ways to visually represent information. Fortunately, on most ACT questions, there are just five kinds of graphs you’ll need to worry about. Illustrative diagrams Illustrative graphs represent actual physical objects and give scientific information about them. Some illustrative diagrams can be quite elaborate, such as this graphic of a device used to study the effects of lightning on ocean water: Other illustrative diagrams can be a lot simpler. Take this diagram illustrating the concept of beak depth in birds: Bar graphs Bar graphs are the simplest form of graph on the ACT because of the straightforward way that they present information. Bar graphs in ACT also appear very often in popular media, as you might see in an article on a site such as CNN or The Week. The main difference is that ACT bar graphs will be less colorful and contain more detailed information. Here’s a typical example of an ACT-style bar graph: As you can see, bar graphs visually represent the amount of things with long rectangular bars. The longer the bar is for a given thing, the higher the measured numbers are. In this case, you can see the growth rate for different kinds of flowers in different environmental conditions. Scatterplots Scatterplots are graphs that show the changing relationship between two sets of data in a science study. Scatterplots are most often used to show unstable relationships, where the way one thing effects another is not 100% predictable. This scatterplot shows the relationship between sunlight exposure and level of bacteria growth. Since different types of bacteria have different sensitivity to sunlight, the number of bacteria fluctuates up and down a great deal, with more bacteria overall, when there’s less sunlight. Line graphs Line graphs are similar to scatter plots and also measure a relationship between different variables in a science experiment. Basically, a line graph uses a line to connect the kinds of points you see on a scatterplot. The difference is that line graphs, with their added visual guidance, can represent multiple relationships, using lines of different color or quality to indicate different aspects of an experiment.This can be seen in a diagram from page 50 of the ACT’s official free practice test: As shown, there are three different lines; a dotted line with white circles running along it, a solid line with black squares on it, and a solid line with white triangles on it. Each line represents data related to a different plot of land. In each case, the variable that’s being measured is the same: the average temperature of soil on each plot of land during different parts of the summer, measured in 5-day intervals from June 30 to August 9. Region graphs Region graphs are not quite as common as the other graphs on this list, but region graphs can and do turn up on the ACT test for many test-takers. A region graph shows different scientific properties as regions—areas on a chart. Below is a fairly simple region graph:In this graph, P represents air pressure and T represents temperature. The regions all represent physical changes in one substance. At different combinations of air pressure and temperature, the substance may take a form as a liquid, solid, or gas. You may have found some—or all—of these graphs a little confusing to look at. And there are other, rarer ACT Science graph formats that can be even more challenging. Below, I’ll give you some strategies for reading science graphs quickly and easily, even when they deal with highly sophisticated material. Understanding ACT Science Graphs Some common graph types are pretty easy to read. Illustrative diagrams, for example, are what they are. They show a physical object that’s described in detail in the text and label parts of that object clearly. Bar graphs can be easy, since they are very close in format to the kinds of bar graphs seen on popular news sites, but they can still be challenging at times. A bar graph on the ACT is likely more complicated than a simpler bar graph you might see on TV news or in a magazine, and the other formats can be quite complicated, the sort of thing you don’t really see outside of a college or senior high school science textbook. Fortunately, there are a few simple strategies that will allow you to decode even the most complicated ACT Science graphs. Read on. Strategy 1: Know the Parts of a Graph Most ACT science graphs have three key components: the axis (the vertical and horizontal lines that run along the edges of a graph) the labels (words, numbers and letters that name the different things that the graph measures or quantifies) and the key (a guide to what different symbols mean on the graph). You can see each of these parts in the graph below (from page 50 of the free practice test offered on the official ACT website) Let’s look at each part of the graph above and the information the parts contain. The X-axis on Figure 2 and any other graph will always be the horizontal axis. In this line graph, the X-axis measures the passage of time in five day increments. The Y-axis, which is always vertical, measures the average daily temperature of soil. The labels in Figure 2 tell you exactly what information is on each axis. â€Å"Daily average soil temperature† is clearly labeled on Y-axis, and the exact dates of the five-day intervals are clearly shown on the X-axis. The key, which appears in the upper right hand corner above the main part of the graph, labels the different lines that run along the X-axis and the Y-axis. Each line on the key represents a different plot of land which scientists subjected to slightly different conditions. Right now you may be wondering â€Å"Well how can I know that ‘plots’ means plots of land?† After all, the key itself just uses the word â€Å"plot,† and doesn’t explain that the graph is depicting plots of land or any details about science experiments on those plots of land. How can you know those greater details? Well, that brings me to my next strategy†¦. Strategy 2: Connect the Text to the Graph No graph on the ACT Science section exists in isolation. Every single graph is connected to the text. Without the explanation in the passage, you cannot be 100% sure how to read and use the graph. Here is the full text leading up to the graph I showed you above (note that this full text contains an additional graph): Drilling mud (DM) is a suspension of clay particles in water. When a well is drilled, DM is injected into the hole to lubricate the drill. After this use, the DM is brought back up to the surface and then disposed of by spraying it on adjacent land areas. A cover of DM on plants and soil can affect the albedo (proportion of the total incoming solar radiation that is reflected from a surface), which in turn can affect the soil temperature. The effect of a cover of DM on the albedo and the soil temperature of an unsloped, semiarid grassland area was studied from July 1 to August 9 of a particular year. On June 30, 3 plots (Plots 1−3), each 10 m by 40 m, were established in the grassland area. For all the plots, the types of vegetation present were the same, as was the density of the vegetation cover. At the center of each plot, a soil temperature sensor was buried in the soil at a depth of 2.5 cm. An instrument that measures incoming and reflected solar radiation was suspended 60 cm above the center of each plot. An amount of DM equivalent to 40 cubic meters per hectare (m3/ha) was then sprayed evenly on Plot 2. (One hectare equals 10,000 m2.) An amount equivalent to 80 m3/ha was sprayed evenly on Plot 3. No DM was sprayed on Plot 1. For each plot, the albedo was calculated for each cloudless day during the study period using measurements of incoming and reflected solar radiation taken at noon on those days (see Figure 1). For each plot, the sensor recorded the soil temperature every 5 sec over the study period. From these data, the average soil temperature of each plot was determined for each day (see Figure 2). Every label on the graph and every variable in the key is explained in the text for both figures. By reading the text you can find the definition of albedo, a potentially confusing label from Figure 1 in the second paragraph. By the third paragraph you’re told that â€Å"plots,† a word seen in the keys of both graphs, means plots of land. Strategy 3: Connect the Questions to the Graph Of course, the finer points of how you need to use the graphs can’t all be found in the graphs themselves or the science reading passage. Your understanding of the graphs and their use isn’t complete until you also read the graph-related questions. Take this question for example: On one day of the study period, a measurable rainfall occurred in the study area. The albedo calculated for the cloudless day just after the rainy day was lower than the albedo calculated for the cloudless day just before the rainy day. On which day did a measurable rainfall most likely occur in the study area? a) July 10 b) July 12 c) July 26 d) July 28 From this question, you learn something new about both graphs: with additional information, they can be used to determine when rainfall happened, even though the focus of the graphs is cloudless weather conditions. Bringing All of These Strategies Together These strategies can be pulled together in a graph comprehension checklist. Here are the simple steps you can take to understand any graph you find on the ACT: Check the X-axis and Y-axis of the graph and make note of what the labels say. Check the information in the graph key, if there is a key. (Not all ACT Science graphs have a key.) Double-check the text for additional information about the graph. Carefully check each graph-related question for more information about elements of the graph and how these elements are used. This four-step process will allow you to understand any graph on the ACT Science test, no matter how complicated. Most graphs on the ACT are about as complex as the ones I’ve shown you in this post and the previous one, but you’re likely to come across at least one graph that’s more complicated on the ACT. When you do, the four steps above can really be a life saver. Below, I’ll show you an unusually complex graph and apply the four-step process to it. Complicated ACT Science Graphs You may occasionally see other graphs that are so complicated they defy description. Here is an especially complex graph from a practice exam in The Real ACT Prep Guide, Third Edition. It’s easy to panic when you first see a graph like this, especially on a high-stakes standardized test, but panicking would be a mistake. In fact, even thinking this graph will be significantly harder to deal with than one of the more common graph types would also be a mistake. Just like any other graph, a complicated graph can be analyzed and understood with the use of the three-pronged strategy I gave you earlier under Understanding Graphs: know the parts of the graph, connect the text to the graph, and connect the questions to the graph. By identifying the parts of the graph, you’ll know where to find every variable and number in the visual, and by checking the text and questions for information that relates to the graph, you’ll know exactly what each variable and number means. We’ll start with the first strategy: knowing the parts of graph. Like all ACT Science graphs (except for some illustrative diagrams) this graph has a horizontal x-axis and a vertical y-axis. Along the x-axis, you see three different regions. One of them measures atmospheric density, the other measures atmospheric pressure, and the third measures average atmospheric temperature. Within the atmospheric temperature region is an upward moving, wildly swerving arrow, showing temperature change based on some sort of variable. What variable does the temperature change over? Well, since the arrow is moving from down to up, or vertically, the variable that relates to changes in average atmospheric temperature must be on the vertical y-axis. If you look over at the y-axis, you’ll see that the variable marked along its side is altitude, this provides one clue to the swerving arrow, and to the overall relationship between x and y variables. Don’t stop there. On an exceptionally complicated chart like this one, always check carefully to see if each axis contains any other hidden variables, ones that are not obviously connected to the axis itself, but run across a different part of the graph, either vertically (thus belonging to the y-axis) or horizontally (belonging to x). Starting the vertical y-axis, you’ll notice there’s another set of vertically-running labels. The labels appear on the right-hand end of the graph, but they seem to be associated with lines that run all the way across the bottom half of this visual, passing through each of the three â€Å"atmospheric† regions on the x-axis. Although some of these labels are at the very farthest right edge of the graph while others are not-so-close to the right edge, it’s best to read these labels in a strictly up-to-down vertical order, to match the vertical direction of the y-axis they sit on. Read simply from highest to lowest, these labels are: thermosphere, mesopause, mesosphere, stratopause, stratosphere, tropopause, troposphere, and surface. Now, let’s double-check the x-axis. Are there any â€Å"hidden† horizontal variables in this elaborate infographic? It turns out there are. And they’re â€Å"hiding† in the same general area as the harder-to-spot y-variables: they’re off to the right. In the upper right-hand part of the graph, you can see a horizontal series of labels under the heading incoming solar radiation. These labels read x-rays and ultraviolet light, ultraviolet light, ultraviolet and visible light, and infrared radiation. Notice an important visual clue here too: these horizontally arranged x-axis labels run along slightly slanted yet vertical arrows that point downward. These arrows are not completely horizontal, and they go through the vertical y-axis regions for thermosphere, mesopause, etc. Thus, it’s very likely that these incoming solar radiation variables have a relationship with the â€Å"-sphere† and â€Å"-pause† regions on the y-axis. So through methodical checking of all vertical and horizontal labels on each part of the graph, you now have a clear idea of the variables that are involved, by name at least. You also have at least some idea of the nature of the variables. These variables connect to each other in some way, and are related to altitude and atmospheric conditions. From here, you’ll be ready to get a truly complete idea of the graph’s meaning, by connecting its parts to information in the reading passage and the questions. We’ll deal with the second strategy, using the reading passage to better understand the graph, below. Above, I showed you an unusually complex ACT Science graph. This visual looks intimidating at a glance, but can be mastered by using the three graph-interpretation strategies that work for other more common types of ACT Science graphs. Strategy 1, which we went through step-by-step in part 1, is to identify each part of the graph. By applying this strategy to the complex graph in question (pictured below) you can see that the horizontal x-axis has regions for the variables of atmospheric density, atmospheric pressure, average atmospheric temperature, and incoming solar radiation (with its four variable subcategories, x rays and ultraviolet light, ultraviolet light, ultraviolet and visible light, and infrared radiation). You can also see that the vertical y-axis has regions for the variable of altitude, as well as eight variables that seem to occur at different altitudes: thermosphere, mesopause, mesosphere, stratopause, stratosphere, tropopause, troposphere, and surface. Finally, by scrutinizing this graph, you can notice diagonal and zig-zagging arrows that move through the x and y axes simultaneously, hinting at possible relationships between x-axis and y-axis variables. Recognizing the parts of this graph can help you make some educated guesses as to what it all means. However, you’ll need more than just educated guesses to get a top score in ACT Science. To get a more complete concept of what this graph means, let’s look at the reading passage associated with the graph (both the graph and passage are from The Real Act Prep Guide, Third Edition): Certain layers of the Earth’s atmosphere absorb particular wavelengths of solar radiation while letting others pass through. Types of solar radiation include X-rays, ultraviolet light, visible light, and infrared radiation. The cross section Earth’s atmosphere below illustrates the altitudes at which certain wavelengths are absorbed. The arrows point to the altitudes at which solar radiation or different ranges of wavelengths are absorbed. The figure also indicates the layers of the atmosphere and how atmospheric density, pressure, and temperature vary with altitude. This is a very short passage, but a powerful one! Every form of solar radiation named on the graph is in the text. And you can now explicitly understand that the â€Å"incoming solar radiation† is absorbed or partly absorbed at different layers of the earth’s atmosphere. Moreover, with the passage’s reference to atmospheric layers, you can easily infer that the labels thermosphere, mesopause, mesosphere etc†¦ indicate the names and locations of atmospheric layers. From there we can be sure of the meaning of the arrows. The wavy line in the average atmospheric temperature region of the graph shows temperature fluctuations within different layers of the atmosphere, and the diagonal arrows under incoming solar radiation show the ways that different types of rays from the sun penetrate various parts of Earth’s atmosphere. So now you’ve effectively deciphered the entire graph. However, with a graph this complex, figuring out the meaning of everything doesn’t necessarily give you a full understanding of how the infographic is used, and exactly what kinds of information can be gotten from it. For this, you need to use the third chart-reading strategy: connecting the questions to the graph. You know if you’ve practiced ACT questions before, questions on the exam don’t just ask students to give answers, they also give new information to test-takers. Below, we’ll look at a few of the questions associated with this graph and connect them to the image to get an even more complete idea of its meaning. Connecting the Graph and the Question Above, we looked at a very complicated graph (pictured below) taken from a science section in The Real ACT Prep Guide, Third Edition. Then we saw that even the most complex infographics can be deciphered in the same way as the simpler, more common ACT Science graph types. Any Science graph can be decoded by using the three graph comprehension strategies explained above. In Parts 1 and 2, we went through two of these three key strategies: recognizing the parts of the graph and connecting the graph to the reading passage. Just by looking at the graph, we can clearly see all of the variables on the x-axis (horizontal) and the y-axis (vertical). From left to right along x, we see regions for atmospheric conditions (density, pressure, and average temperature) and a band of four different categories of incoming solar radiation. And from top to bottom along y, we see markers for altitude and layered labels that read thermosphere, mesopause, mesosphere, stratopause, stratosphere, tropopause, troposphere, and surface. And once you apply strategy two and read the passage (inset below), the full meaning of the graph comes into focus: the graph labels different layers of the atmosphere, indicates the layers’ ranges of altitude, shows how atmospheric density and pressure steadily changes with each different layer, shows average temperature fluctuation across the layers, and indicates the way that different types of solar radiation either penetrate atmospheric layers or are absorbed by the layers. Passage: Certain layers of the Earth’s atmosphere absorb particular wavelengths of solar radiation while letting others pass through. Types of solar radiation include X-rays, ultraviolet light, visible light, and infrared radiation. The cross section Earth’s atmosphere below illustrates the altitudes at which certain wavelengths are absorbed. The arrows point to the altitudes at which solar radiation or different ranges of wavelengths are absorbed. The figure also indicates the layers of the atmosphere and how atmospheric density, pressure, and temperature vary with altitude. Between the passage that describes the graph and the various elements on the graph itself, you get a reasonably complete idea of what the graph means. However, sometimes it can be hard to fully understand every way a graph can be used, and every kind of information that can be extrapolated from a graph. This can be true even for the simpler, more common types of ACT Science graphs. This is absolutely true for a complicated graph like the one above. This is where the third strategy for understanding ACT Science graphs comes in by using the actual test questions to gain a complete, sufficient understanding of the infographic. ACT Science questions can sometimes provide new information about a graph, and the question set as a whole acts as a guide to help you correctly and interpret informational images. There are five questions for this particular graph and passage (found on page 195 of The Real ACT Prep Guide). The first question asks you to identify the upper boundary of one of the atmospheric layers, and indicates that this upper boundary has name marked ending in ‘sphere’. This makes it much more obvious that the labels ending in ‘pause’ represent the boundaries of atmospheric layers, an important distinction that test-takers might not catch by just looking at the graph and reading the passage. Another question asks about how air temperature is influenced by solar radiation at different atmospheric levels. This helps test-takers understand that radiation influences the uneven temperature flux across atmospheric layers, as marked by the â€Å"zig-zag† arrow within the average atmospheric temperature region of the graph. These are just two examples, in this ACT Science subsection, all five questions provide further insight into some aspect of the graph. As I said, this third strategy is vital to understanding the most complex infographics you’ll see in ACT Science. The Takeaway In the sections above, I looked in great detail at the three strategies for understanding ACT Science graphs, which include, recognizing the parts of the graph, connecting the reading to the graph and using the questions to learn even more about the graph. These three approaches will work on any graph in ACT Science. Once you get the hang of these ACT Science skills for interpreting visuals, you’ll be able to understand both simple and complex graphs on the ACT with similar ease. If you need more science practice, check out Magoosh ACT prep. Happy studying!

List of Persuasive Essay Topics For High School Students

List of Persuasive Essay Topics For High School StudentsThe list of persuasive essay topics for high school students is pretty extensive. It can include things such as why one should attend an internship, how to land a job at a new company, or what's the best way to keep parents happy. There are several different types of essay topics that you may want to consider and the main idea is to be able to find the ones that will resonate with your audience.The list of persuasive essay topics for high school students will be different than the list of persuasive essay topics for college students. College students tend to have much more freedom to use their creativity when writing their own essays. With a little advice from instructors and guidance from friends, they can really put their own stamp on their work. They might even enjoy their own stories and suggestions because it gives them something to write about and get excited about.High school students however are still kids who are learni ng to communicate and they have a hard time expressing themselves clearly and persuasively, so their list of persuasive essay topics is more limited. It will include things like why they should try to get along with their family, what steps they can take to make that happen, or how they would feel if they could do that. A good rule of thumb is to avoid getting too in-depth when writing these topics, instead just be specific about the things that they want to accomplish.Before looking at the list of persuasive essay topics for high school students, you need to think about what kind of topic will best reflect their personality. For example, you might want to look at some topics like how you can make people like you. How can you capture that contagious smile or sound of excitement in their voice? Or maybe how to be noticed.If you're a writer who has any difficulty writing persuasive essays, the list of persuasive essay topics for high school students will be even smaller. And you need to look at the topics they have already tried to convey through their own essays. How are they able to convey their ideas to their classmates? By reflecting on how well they've done with their own essays and other assignments.How do they handle their teachers' criticism? How do they handle current events in their life? Do they get discouraged easily or do they learn from mistakes or successes? The list of persuasive essay topics for high school students will also contain things that they have tried to express during practice.The list of persuasive essay topics for high school students is less expansive than the list of persuasive essay topics for college students because there is less emphasis on public speaking engagements. This will include things like how they feel about the current presidential candidates and if they have ever participated in a rally? Do they feel comfortable at these types of events or do they have fears of making a bad impression? Or are they the type who stru ggles with speeches but wants to get up on stage for one reason or another?A student can fill the list of persuasive essay topics for high school students with various types of writing styles. It will also depend on their age and stage in life. A teenager would probably prefer more upbeat topics and a lot less introspective and heartfelt topics. A college student, on the other hand, will likely be more introspective and thoughtful, so the list of persuasive essay topics for high school students should reflect this.

Find Out Who is Discussing Research Paper Samples Pdf and Why You Need to Be Concerned

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There are bunches of things to think about when arranging an examination. </p> <h2> Using Research Paper Samples Pdf </h2> <p>You likewise need to put a far reaching reference in the end of the work, at the book index page. Each page should be numbered. In truth, it isn't so much that basic when it has to do with the technique for composing each page. Beneath, you'll discover a few pieces of exhortation on how best to deal with your 3-5 page inquire about paper without a great deal of trouble.</p> <h2> What You Should Do About Research Paper Samples Pdf Starting in the Next 20 Minutes </h2> <p>The examination of your information additionally must be incorporated. An examination paper includes looking over a field of information to have the option to get the most ideal information around there. So as to produce feeling of quantitative information, a reliable arrangement of estimating and deciphering information must be made. Additionally not at all like the collection of data by social researchers, enormous amounts of members are typically required for the choice of data that could uncover important patterns or examples. </p> <h2> Who Else Wants to Learn About Research Paper Samples Pdf?</h2> <p>Research Paper readiness implies taking care of a lot of data. Finding the models are frequently very dubious. Articulation of the issue. </p> <p>A writing audit is among the significant measures in the strategy for composing a quantitative research paper. Composing writing survey is extremely clear. In this manner, your acquaintance needs with be clear and exac t. For example, the presentation and the end will be given to you. </p> <p>When you have persuaded your perusers with the suggestions about the subject of your paper, the perusers should have the option to find solid proof and clarifications in your rundown. As an understudy, you can compose the absolute best writing audit once you have a reasonable layout. There are bunches of locales where you can go over superb research paper points if your educator doesn't dole out a specific subject. In light of your subject you may decide to rely upon the logical report style or writing survey styles or a blend of the two. </p> <p>Students frequently get befuddled when it has to do with composing writing audit. They will increase enough information regarding the matter. They may begin working in a similar field and can be approached to play out any undertaking later on. To get a thought, they can concentrate free research papers on the web. </p> <p>If you are provided with a far reaching test paper, remember this is crafted by up and c oming composing administrations that will utilize this as an apparatus to procure into the business. Therefore, you don't have to battle such a great amount of scanning for tests. Precisely like in books promoted on the web, just certain pieces of the paper will be uncovered. To keep on the endeavor, the understudy may need to determine a specific word check they will compose every day. </p> <h2> The Little-Known Secrets to Research Paper Samples Pdf </h2> <p>For explore papers a conventional diagram can help you in watching extensive measures of data. Your outline should be in a situation to remain solitary in spite of it being a locale of the exploration paper. An exploration rundown is a short diagram of what the entire research is about. </p> <p>Paraphrase the data which you have to place in your exploration paper. What's an exploration paper. It contains an examination that generally begins with the production of an exploration paper plot. A logical research paper is a sort of school investigate paper. </p> <h2> The Good, the Bad and Research Paper Samples Pdf </h2> <p>IF you believe that the table shows precisely the same example, however neglects to be huge because of hardly any respondents. Also, you can discharge the last installment to the author simply after you have gotten an endorsed custom research paper in full. The quickest and the least complex approach to learn research project structure is with the guide of a research project test. </p> <p>Take know that in spite of the fact that it's provided for nothing, you may end up paying for it in case you're inactive. Attempt to recollect that a large number of understudies should pick up from your research paper. A reasonable understudy doesn't need to cover an example paper. </p> <h2> Research Paper Samples Pdf - Dead or Alive? </h2> <p>So as to demand precisely the same essayist who did the totally free research paper you enjoyed, and give him your task to complete, you can go to our huge database that has the profiles for every single independent author with whom we collaborate. You may allude a wide range of on-line book or paper for those rules for composing a fabulous paper. Web based composing administration you can rely upon. You may likewise check at composing bolster destinations. </p>

How Many Words Should a College Essay Be?

<h1>How Many Words Should a College Essay Be?</h1><p>One of the most significant parts of composing a College article is having the privilege and compelling subject. Basic exposition themes are: the individual that I respect most; the spot that I have constantly wanted to visit; the individual that has made me chuckle the most; the most significant thing in my life. These subjects are only a not many that we find around the school campus.</p><p></p><p>There are anyway numerous points that can be utilized for a College exposition. One point is the normal App which is a methods for trade. As such, the undergrad will compose on his App and the individual he appreciates the most will compose on hers. The primary reason for composing an App is to demonstrate that one isn't voracious or egotistical because of needing to communicate his/her admiration.</p><p></p><p>How numerous words should a school exposition be basic App? T his relies upon what is composed on the App. In the event that it is about the individual the understudy respects most, the name will be all that anyone could need. Notwithstanding, on the off chance that it is about the spot he/she has constantly wanted to visit, the name won't suffice.</p><p></p><p>How numerous words should a school exposition be about the individual that the understudy appreciates the most? Composing an App in the interest of a big name is the best way to do it. All big names have their own App that they compose on. For instance, if the big name is Miley Cyrus, she will compose on her MySpace page.</p><p></p><p>How numerous words should a school article be about the spot that the understudy has constantly wanted to visit? This is up to the circumspection of the undergrads. A few people will like to expound on their old neighborhood or nation that they love. For instance, an author from France or Spain would compose on their pages about their old neighborhood, or might they want to compose on their site page about how lovely Paris is.</p><p></p><p>Writing an App in the interest of a big name can give some undergrads a typical subject. This is the primary motivation behind why big names are typically acceptable subjects of App. In any case, if the point doesn't speak to the understudy, the person should simply compose an ordinary school essay.</p><p></p><p>Another subject that is composed on App that can fill in as a typical theme is sonnets. It would not be an over the top issue for the artist to go out and purchase an entire book of sonnets and afterward compose on it. The main thing that the individual needs to consider is to what extent the sonnets will be.</p><p></p><p>A College article is composed to communicate one's sentiment. It is exceptionally simple to compose an App in the interest of somebody and afterward comp ose the conclusions about the App on the scholastic page. It would be less tedious and less cash if the point is only a typical topic.</p>

The Doctors Of Health Care - 1334 Words

For my research project, I have delved into many resources for information on the workers of health care, specifically physicians specializing in neurology. The first â€Å"physicians† date all the way back to 25,000 BC. They were more of healers than physicians, as they were depicted in ancient French paintings using plants as medicine. This knowledge was passed down and shared, and progressed as the years went by. Around 5,000 years ago, the Egyptians were performing surgery, and had specific people trained in anatomy and diagnostics. These individuals are closer to what physicians are today, in that they are specially trained, and knowledgeable about internal healing and the diagnosis of people. About 2,000 years later, the Babylonians were likely the first begin handing out prescriptions. Like the Egyptians, these individuals were trained in anatomy and diagnosis, and numerous texts have been found regarding diagnosis, symptoms, and treatments. In Greece, Hippocrates wrote the Hippocratic Corpus, consisting of around seventy early medical works from Greece that were associated with Hippocrates, as well as his students. This was also the birthplace of medical ethics; the Hippocratic Oath was invented, and remains relevant and in use even in modern times. The first hospitals were used by physicians in the ninth century Middle East. At this point, physicians were very well able to diagnose, prescribe medicine, and perform surgery in a much safer way than the past. â€Å"†¦at thisShow MoreRelatedWhen A Patient Walks Into A Health Care Center, Their Doctor1650 Words   |  7 PagesWhen a patient walks into a health care center, their doctor might test them for any kind of drug use without their consent. Some patients refuse this idea, claiming that it violates the moral right they are entitled to. There is in fact, a law that protects this right; the Health Insurance Portability and Accountability Act (HIPPA), a 1996 Federal law that restricts access to individuals private medical information. However, physicians have a growing concern that they will be held liable for deathsRead MoreHealth Care Reform : The And Policies Implemented By Private Insurance Companies Have Affected The Doctor Patient Relationship882 Words   |  4 P ages A topic that I believe is important to look at and consider is how health care reform such as the PPACA and policies implemented by private insurance companies have affected the doctor-patient relationship and thereby influenced the quality of medical care. One of the many reasons that I find this an interesting and important topic is because I aspire to become a general surgeon and the interaction between patients and doctors is important for me to consider and determine how it has changed throughoutRead MoreChina s Health Care System1585 Words   |  7 Pagesfor the health and well-being of himself†¦ including†¦medical care.† Although it is universal right, is quality health care easily accessible throughout the world? Britain, a developed nation, provides citizens with universal health care under the NHS (National Health Care System). This system has led to long wait times for patients and inadequate quality of care due to an excess of patients and a decline of do ctors. Mongolia’s developing health care system grants citizens primary health care. HoweverRead MoreMy Field Of Interest On Health Care1383 Words   |  6 Pagesinterest on health care and I will be doing it on a global level because I feel like health care all of the world is not equal for everyone. I am going to focus on 3 different countries and also focus on how men and women get different health care options within their country. The countries I will be comparing will be Canada, Czech Republic and Africa. These countries are very different when it comes to health care systems and there is a lot of unfairness on how people are allowed to receive health careRead MoreMy Field Of Interest On Health Care1417 Words   |  6 Pagesinterest on health care and I will be doing it on a global level. I feel like health care all over the world is not equal for everyone. I am going to focus on 3 different countries and also focus on how men and women get different health care optio ns within their country. The countries I will be comparing will be Canada, Czech Republic and South Africa. These countries are very different when it comes to health care systems and there is a lot of unfairness on how people are allowed to receive health careRead MoreThe Health Care Expense Essay1059 Words   |  5 PagesThe Health Care Expense With congress recently addressing health care, people are interested in the ramifications of this momentous disillusion. Leading proponents of this cause crusade for change without examining the consequences. This year the American public will discover the real cost of universal health care through quality, expense, responsibility, and the role of private insurance. Quality of Care Quality is an issue most are reluctant to address. Currently H.R.3590 addresses theRead More Racism and Health Care Disparity Essay1324 Words   |  6 PagesIs Racism the cause of Health care disparity? In recent discussions of health care disparities, a controversial issue has been whether racism is the cause of health care disparities or not. On one hand, some argue that racism is a serious problem in the health care system. From this perspective, the Institute of Medicine (IOM) states that there is a big gap between the health care quality received by minorities, and the quality of health care received by non-minorities, and the reason is due toRead MoreHealth Care Case Analysis1555 Words   |  7 PagesHaving an already limited number of doctors, there is slim competition between these practices causing a decrease in motivation to persuade customers, increase facilities, or give patients superior care. In comparison of Canada and the United States, Bazuik claimed that what she likes about the United States health care is the competition between doctors. â€Å"They are consistently advertising and promoting that they have better business and better facilities. Everything is bas ically full in Canada,Read MoreEssay about Building the Future of Health Care1097 Words   |  5 PagesBuilding the Future of Health Care â€Å"Building the Future of Health Care on the Foundations of Family Practice† is an excellent article that individuals in the health care profession should read. Although, this article is geared towards Family Practice the concept within this article can be applied to any scope of practice. After reading this article, I will be discussing the following three points: my reaction to the concept of the article, what positive out comes could be obtained by incorporatingRead MoreMy Health Insurance Is Too Expensive1298 Words   |  6 PagesMY HEALTH INSURANCE Some people in this country do not have health insurance because it is too expenses. Unfortunately I am one of the hard working citizens of my country the United States without health insurance. I needed health insurance but the cost is too much. One reason I needed health insurance is to help pay for my surgery. This will be the first time in my life to have a major surgery. I been going to differ doctors but all were too expensive to pay cash. I shop on the online and decided

Sample of Commentary Essay

Sample of Commentary EssayA sample of commentary essay is the best way to learn how to write a piece for any particular event. It is the best way to develop and improve your style and content. You can also get a good guidance and instruction on how to present and deliver a certain piece for the audience. This is great because you will be able to get feedback and feedback from the audience, and then get the feedback on how to proceed from them.It is important that you keep your article simple and plain. The easiest way to do this is to divide the topic into three separate sections. It will help the reader to understand each part better.Your first section will contain some key points about your article. These are the reasons why you wrote the article and why you are writing the article in the first place. You can use the statistics, the reasons behind the article. Make sure you also include the benefits and other things that you can offer to the readers.Your second section will focus o n a few excerpts from your article. Let the readers know what the reader will be getting from your article. You can also let them know the purpose of the article, its main point, or how to follow up to it. Again, you want them to get all the benefits of the article.Your third section will be the meat of your essay. Here, you will include the summary and your conclusion. The conclusion will summarize everything that you have written, and the summary will give the reason why. Finally, you want to point out the benefits and the actual purpose.Now that you have read and understood the sample of commentary essay, you can now start to consider how the reader can digest it. You can now pick up the idea or the theme that you want to present to the readers. Also, remember to find a good theme that you can use in the long run. A theme is not just easy to write, but in the long run, it will be very beneficial for your audience.If you want to improve your understanding, a short summary may be g ood enough. But, do not stop there. You can actually read a full paragraph, including the benefits and a conclusion, then you can read through it again.Commentaries are one of the many forms of writing in the internet world. You can choose to write it for a certain blog or website, or you can actually choose to submit your work to the major article directories, so that it gets picked up by all the top article directories.

Short Article Reveals the Undeniable Facts About Ap French Student Samples Persuasive Essay and How It Can Affect You

<h1> Short Article Reveals the Undeniable Facts About Ap French Student Samples Persuasive Essay and How It Can Affect You </h1> <h2> Ap French Student Samples Persuasive Essay Explained</h2> <p>One of indisputably the most well known complimentary gift stunts we have on our site is the KFC Wombling hack. A house without blocks and cement won't fall, however all things considered, it won't be an extremely awesome home to possess. There are huge amounts of deceives you may use to get totally free grub. The best strategy to do so is to make a resume that explicitly focuses on the necessities of a particular activity posting yet revising it without any preparation might be a tedious methodology. </p> <h2> The Hidden Facts on Ap French Student Samples Persuasive Essay</h2> <p>Outlines spare you time and offer genuine feelings of serenity with respect to composing papers. Plotting your exposition before starting composing it has such a significant number of advantages. Paper composing isn't generally that simple in certainty it very well may be. Convincing composing can be testing, especially when you're made to look with a nearby disapproved of crowd. </p> <p>However, as most AP composing, likewise, it very well may be to some degree overpowering. Doing this will upgrade your AP composing. The AP English contention FRQ has gotten the most clear of the AP English FRQs since it is the most like papers you're as of now used to composing. Understudies needed to create an influential article on whether one needs to procure an extraordinary comprehension of general culture to be effective in the contemporary world. </p> <h2>The Birth of Ap French Student Samples Persuasive Essay </h2> <p>Bodyform additionally consistently give a free example. Science is a subject which, essentially, supplies you with valuable data concerning the various substances or sorts of materials which make the physical world around us and the manner by which they act or respond with each other. Research, examination and association are only a portion of the components that can assist you with creating a compelling essay.</p> <p&g t;If you're eager for additional, don't stop for a second to have a look at my French language digital books and audiohere. You may likewise observe enticing discourse. The AP English exposition a piece of the last test to determine in the event that you get your. Inside this article we'll consider a genuine case of an exposition on wearing school regalia. </p> <p>You may likewise have an abilities segment in which you list delicate aptitudes and any projects, dialects, or confirmations you have. This course is perfect for understudies which are getting ready to make an application for school or who might want to make successful. When being evaluated on the standard of work introduced, the teachers will normally base the last grade around certain model. Completely being a flourishing undergrad isn't a simple endeavor to achieve. </p> <p>Selecting a theme, verify you can snatch the realities and argumentation of your position. It includes consistent thinking a nd things which are important to be centered, particularly concerning the issue on why an influential article was composed. The postulation must be built up, with models, and the direct opposite must be upheld moreover. Outsourcing probably won't be for everyonebut maybe everyone should give a shot outsourcing in any event one time in their life. </p> <p>Tie each guarantee you make to a touch of proof to ensure the absolute best article conceivable. The proof is a critical segment of your article. </p> <p>In case the understudy doesn't ace this piece of the article, it will be very hard to create a powerful or influential paper. You may likewise observe education exposition. You could likewise observe grant exposition. It ought to include your entire paper in just 1 sentence. </p> <h2> Choosing Good Ap French Student Samples Persuasive Essay </h2> <p>That's the motivation behind why we have made an instructional exercise to flexibly you with some of the best the perfect data on the web. Try not to disregard to make reference to these specific watchword states that they are looking for. Remember, what's more, there are limits accessible when buying each of the 3 digital books and free transportation when buying every one of the three course books. Find all the manners in which that you can get a completely free STI test. </p> <h2> The Basic Facts of Ap French Student Samples Persuasive Essay</h2> <p>Interactive subtitles will gui de you en route, and that implies you won't ever avoid a word. Perusers must have the option to adjust the perspective of the creator and see from her or his eyes on where the individual in question coming from. Presently, a peruser could be thinking Wow! Through powerful composition, he should have the option to observe and adjust a specific perspective and go in a direction. </p> <p>If you can't figure out what the inquiry is, return and rehash the brief. To have the option to effectively challenge your viewpoint, particularly when trying to illuminate why a specific thought is more legitimate than the other, you should be able to see either side of the issue. No truly, it is an astounding thought. Snap the catch below.</p>

Argumentative Essay Topics on the Internet

<h1>Argumentative Essay Topics on the Internet</h1><p>There are numerous factious article subjects on the Internet that you can explore. Ordinarily when you are searching for intriguing themes to expound on, there are numerous destinations that will let you do an inquiry to discover whatever it is you are searching for. In any case, there are times when you might be disheartened to discover something new on the Internet.</p><p></p><p>Of course, you are going to need to ensure that you don't get overpowered when you scan the Internet for some point. At the point when you are inquiring about, you need to think about a portion of the components. These elements incorporate your crowd, the reason for your exploration, and furthermore, the time you will spend on the point. It isn't fundamental that you go through hours doing research when you can rather spend only a couple of moments to compose an intriguing essay.</p><p></p><p >One thing you can do is look into some specific exposition points on the Internet that you can examine. For instance, in the event that you are investigating for an English organization class, you can discover a paper subject on the Internet that will permit you to invest some energy in your exposition theme. In the event that you are scanning for something to expound on for a school exposition or other sort of composing task, you can likewise locate a decent article theme online that will help you out.</p><p></p><p>You may likewise find that you need to learn at home to ensure that you can look into on the Internet. In any case, there are a great deal of reasons why you need to remain in a school setting to ensure that you are getting the most ideal training. On the off chance that you don't care to go to class, you may decide to do the entirety of your examination on the web, as you may need to get an education.</p><p></p><p>One approach to figure out how to inquire about the Internet is to search for assets that will show you how to do this. You may decide to take a class or study at home and become familiar with the specialty of inquiring about the Internet. Youwill not realize that it will be simpler to discover paper points on the Internet on the off chance that you gain from the experience.</p><p></p><p>The first thing you should realize while looking into the Internet is the various kinds of research. You have to consider the sorts of research that you should do when you are inquiring about a subject on the Internet. There are numerous locales on the Internet that will let you inquire about various exposition subjects. In the event that you don't have a clue how to do this, you can search for data on the most proficient method to do this from a portion of the asset locales that are accessible on the Internet.</p><p></p><p>There are numerous individuals w ho need to figure out how to compose articles on the Internet. You can discover numerous incredible assets to assist you with doing this. By utilizing the Internet to do your exploration, you will think that its simpler to discover exposition points on the Internet that will assist you with your studies.</p>

Academic Essay Topics - Tips For Writing an Amazing Academic Essay

Academic Essay Topics - Tips For Writing an Amazing Academic EssayThe academic essay is a highly important part of writing for the course that you are taking. It is the piece of work that will determine whether or not you are accepted into a college or university that you wish to attend. Writing a successful academic essay requires some effort and the ability to come up with an idea that will not only be interesting, but will be able to stand out from the other students who are also trying to submit essays. Here are a few helpful tips to help you with the task of writing your essay topic.First and foremost, consider what type of academic essay you want to write. There are a number of different types, such as the personal essay or the historical essay. For the former, you need to know what your personal life is like. You need to know your family background, your lifestyle, and your educational background.Knowing these things will give you the opportunity to help write about specific e vents in your life that are relevant to the information that you want to include in your essay. It will also give you an opportunity to include any incidents that have a direct bearing on your life.If you would like to write a more general and less personal essay topics, consider the major historical figures that have impacted the course of your life. Many students choose to use a combination of each of these three types of essay topics.These three types of essay topics can be used individually, or as a series of smaller essays that take on more individual aspects of the essay. You can choose to include these three different types of topics in a different order, or you can choose to work them all at once.Next, you need to come up with the information that you will use in your essay. Again, this will help to decide what your topic is going to be. If you wish to write a personal essay, you will need to write about how you met your current or former significant other, what kinds of ent ertainment interests you have, and what your hobbies are.On the other hand, if you would like to write a more formal academic essay, you will need to write about your experiences at school. This means that you need to make sure that you can go into great detail about all of the classes that you have taken, and all of the professors that you have worked with.Last, you need to realize that the academic essay is an assignment that is written for yourself. As such, you need to prepare yourself by doing research and preparation. Even though this is your assignment, you should still go over it and check it again to make sure that you did not miss anything important.

Labor Mobility and Migration Essay Example

Essays on Labor Mobility and Migration Essay The paper "Labor Mobility and Migration" is an outstanding example of an essay on social science. Migration, throughout the ascendancy of mankind, has been the most distinguishing interactive characteristics of the humankind. William McNeill an historian wrote that from the time our ancestors fully became human, they were already migratory. He added that no dominant species has spread as first as human beings have. From the early times to the modern era, the latter were not concerned about how migrants might be received where they migrate to. If the land was idle, they would comfortably settle in it (Ariss et al., 2012).   Nevertheless, if it was not, the migrant if he/she came individually, would simply settle but if they came together, they would often fight to displace those already there. The outcome of the struggle would be death, enslavement or exile for the losers.In the modern world, migration has been politically defined, economically organized by urbanization pressures an d industrialization. Movement of people and workers was destined to encounter both man-made institutional barriers and national limitations. Unlike earlier times, today's migrants migrate to territories already occupied by others not considering that countries are already under stress.  Due to the current global economic crisis, European labor markets need new incentives to avoid economic decline, negative attitudes or growth risk aversion towards immigration. Well-being, growth, social security and employment depend on whether the reaction to the new challenges faced is innovative and flexible. There is no trace that labor mobility has increased in Europe. Barriers such as the absence of cross-border recognition of professional qualifications and non-transparent markets can lead to potential negative effects.   Non-European migrants in Europe face mobility difficulties. Migration of labor is generally associated with distributive, allocative and external effects (Ariss et al., 2012). They generally underwrite to better employment of economic resources leading to greater well-being and increased production. Immigrants are useful in swift reduction of imbalance brought on by the incapability of inherent production factors to quickly adjust. When the labor market is characterized by unemployment, it exhibits an imbalance and hence worsening migration which would correspond directly with the number of immigrants. However, competition caused by immigration can loosen union minimum wages, raise mobility and the rigid structure of the labor market situation (Ariss et al., 2012).Labor can be divided into trained and untrained laborers. The labor market for unskilled workers is insufficient when the wages are too high.   Whereas, the labor market for high-skilled laborers is always a shortage. The three production factors of capital, unskilled and skilled labor are naturally harmonizing. Increasing one of the factors amplifies the others to be more productive an d equivalent’s to better pay stability (Ariss et al., 2012). If, for instance, the shortage of skilled labor were to be eradicated the wages of skilled labor would be lower, and that of the unskilled would be higher. Their wages also may upsurge as they become rarer. Qualified migration can, therefore, lead to both more equality and better welfare. Equally, the migration of unskilled labor is highly difficult since it raises the rate of unemployment and inequality.The issue of refugee movements is rapidly increasing worldly. The United Nations have estimated that there were 17 million refugees outside their native nations and 87% of them are located in less developed countries (Ariss et al., 2012). The instability of their governments is the main cause of these refugee outflows. These instabilities are brought about by economic social and political factors. The main root of this is political instability. The governments of the affected countries find it difficult to sustain t he soaring population growth rate which is directly linked to its inability to provide adequate health, housing and education (Ariss et al., 2012). It also initiates conflicts over land use and ownership in which if the government fails to control, emigration becomes an ever-lasting factor.Due to the increased communication systems, people find the need to improve themselves for a better life. Once the process begins, connections are linked to families and friends and, therefore, expand the movements if the chance to, is available.

The Effect of Using Kwl (Know, Want, Learned) Strategy on Efl Students’ Reading Comprehension Achievement free essay sample

Non-equivalent groups pretest-posttest design was used in this study. The population was the eightth grade students of SMPN 4 Palembang in academic year of 2009/2010 with a total number of 326 students. Out of this population, 40 students were taken as sample. There were two groups, each of which consisted of 20 students. The data were collected by using multiple choice reading comprehension test. The data obtained were analyzed by using t-test formula. The finding showed that KWL strategy was effective in improving the students’ reading comprehension achievement. The effectiveness was indicated by the result of the Stepwise Regression formula that the contribution of KWL strategy on students’ reading comprehension achievement was 60. 5%. Keywords: reading, KWL strategy, reading comprehension achievement A. Introduction Reading as a field of teaching is considered as one of the important areas of teaching. It is one of the most important academic skills. It is also a major pillar upon which teaching and learning process is built. The reading ability plays a central role in teaching and learning success at all education stages (Addison, 1996: 23). It is because most of the materials of teaching and learning are in written form. It means that the students need to improve their reading skills in order to understand the teaching and learning materials. The students will be on the road to academic failure, if they could not read. Reading comprehension is considered as the real core for reading process. Durkin (1993) assumes that comprehension is the peak of the reading skills and the bases for all reading processes. Teaching students to read with a good comprehension must be teachers’ highest priority. Most of EFL teachers have wondered what they might do to improve their students’ reading comprehension achievement. The students can read words with lack of understanding of what they read. Without comprehension, reading for pleasure or knowledge is impossible. The teachers of English often assume that students will learn to comprehend merely by reading. Students with good comprehension use strategies in reading to learn new concepts, get deeply involved in what they are reading, critically evaluate what they read, and apply their knowledge to solve practical as well as intellectual. But many students fail in doing these things. According to Cuesta (2003:2), many students take reading for granted. They feel too busy to read, or they may not enjoy reading. Generally, EFL students can only read without being able to correlate the reading they have just read with the knowledge they have. According to The International Association for the Evaluation of Educational Achievement, reading score of Indonesian students in East Asia is still low. Indonesian students are just capable of mastering 30 % reading material, and find difficulty in reading items that are in the form of commentary requiring cognitive process (IAE for the Evaluation of Educational Achievement, 2003). In addition, PISA 2009 database shows that Indonesia students’ score is below the OECD average and on the 57th of 65 countries (OECD, PISA 2009 Database). Reading is an active process, because it involves interaction between the reader and the text. In reading a text, the reader needs to proceed the information that he/she gets from the text into his/her brain. Students are constantly confronted with new information, particularly once they progress to the upper elementary grades and transition from â€Å"learning to read† to â€Å"reading to learn† (Chall, 1983). To read to learn effectively students need to integrate new material into their existing knowledge base, construct new understanding, and adapt existing conceptions and beliefs as needed. According to a study by Pearson, Rochler, Dole, and Duffy (1992) on â€Å"Developing expertise in reading comprehension†, a good reader usually using prior knowledge to make sense of new information; ask question about the text before, during, and after reading; draw inferences from text; monitor comprehension; use fix up strategies when meaning breaks down; determine what is important; and synthesize information to create sensory image. To encourage students to develop effective reading skills, there are various teaching and learning strategies that can be used by the teachers in classroom. Most of the teaching and learning strategies usually focus on a particular strategy or skill. KWL (Know, Want, Learned) strategy is one of teaching and learning strategies used mainly for information text (Ogle, 1986). Its aims are more diverse. It helps readers elicit prior knowledge of the topic of the text; set a purpose for reading; monitor their comprehension; asses their comprehension of the text; and expand ideas beyond the text. Ogle (1986) developed the strategy for helping students to access important background information before reading nonfiction. The KWL strategy (accessing what I know, determining what I want to find out, recalling what did I learned) combines several elements of approaches. The first two steps of KWL, students and the teacher engage in oral discussion. They reflect on their knowledge about a topic, brainstorm a group list of ideas about the topic, and identify categories of information. Next the teacher helps highlight gaps and inconsistencies in students’ knowledge and students create individual lists of things that they want to learn about the topic or questions that they want to answer about the topic. In the last step of the strategy, students read new materials and share what they have learned. Based on the observation and interview to the English teachers of SMP Negeri 4 Palembang, it is showed that the students’ ability in comprehending reading texts are at the average level. The writer also found that the teachers are seldom varied their strategy in teaching learning process of English in the classroom. Therefore, the researcher assumes that English teaching and learning at SMP Negeri 4 Palembang should be modified and varied their teaching strategy to more current ways. Shayee (2000) has investigated that KWL strategy has significant improvement on secondary students’ reading comprehension compared to the traditional method. Based on the background above, through this study, the writer is interested in investigating the effect of using KWL strategy on EFL students’ reading comprehension achievement at SMP Negeri 4 Palembang. The writer also wants to find out whether there is a significant difference in reading comprehension achievement between the students who are taught using KWL strategy and that of those who are not. The Problems of the Study The problems of this study are formulated in these questions: 1. Was there a significant difference in reading comprehension achievement between the students who were taught using KWL strategy and that of those who were not? 2. Was there an effect of using KWL strategy on EFL students’ reading comprehension achievement? The Objective of the Study Based on the problems above, the objectives of the study were: 1. o find out whether or not there was a significant difference in reading comprehension achievement between the students who were taught using KWL strategy and that of those who were not. 2. to find out whether or not there was an effect of using KWL strategy on EFL students’ reading comprehension achievement. Significance of the Study This stu dy shows the advantages of using KWL strategy in improving students’ reading comprehension achievement, improves the English teachers’ knowledge about teaching reading strategy effectively, and offers findings on which strategy is applied more fruitfully. The result of this study also gives benefit contribution and information for further related study, especially on teaching reading strategy. B. Review of Literature Reading is an active process. It involves interaction between the reader and the text. According to a research by Pearson, Rochler, Dole, and Duffy (1992) on â€Å"Developing expertise in reading comprehension†, a good reader usually uses these following skills and strategies: (1) use prior knowledge to make sense of new information (making prediction), (2) ask uestion about the text before, during, and after reading (reading between lines), (3) draw inferences from text; monitor comprehension (checking and confirming), (4) use fix up strategies when meaning breaks down (guessing meanings from semantic cues, structural cues and visual cues, self correcting), (5) determine what is important (identify main ideas), and (6) determine what is important; and synthesize information to create sensory image. According to To wnsend (2007), there are three different reading levels for each person. They are; (1) Independent level, student can read books easily with very few words which are too difficult for him/her to read. She/he can read books on his/her own, (2) Instructional level, student can read most of the words, but will be challenged by some words on each page, and (3) Frustration level, student has to stop often and try to decode words. If she/he tries to read a book at this level, she/he will become frustated. Barret’s Taxonomy (1972) cited in Dupuis, et. al. (1989:313) identify that there are four levels of reading comprehension. First, literal recognition or recall. The literal level is the lowest cognitive level where the reader understands just what the words mean. The information that is stated explicitly in the text is retrieved by the reader in the form given. Such literal information may be the main idea, a set of specific details, or a sequence of events. Second, inference level. This level requires the readers understand the literal information from level one and go beyond it to hypothesize about relationship, unstated ideas, and connection between ideas or events. Third, evaluation level. It requires the reader to make judgements about the reading or to demonstrate the value. Fourth, appreciation level. It relates to the emotional responses of readers to a text. It also refers to the reader’s awareness of the literacy and stylistic techniques used by an author to encourage a reader’s emotional response. According to McWhorten (1993), there are three levels of comprehension in reading a text. First, literal, what is actually stated. It includes facts and details, rote learning and memorization, and surface understanding only. Common questions used to illicit this type of thinking are who, what, when, and where questions. Second, interpretive, what is implied or meant, rather than what is actually stated. It includes drawing inferences, tapping into prior knowledge/experience, attaching new learning to old information, making logical leaps and educated guesses, and reading between the lines to determine what is meant by what is stated. The types of the tests in this category are subjective, and the types of questions asked are open-ended, thought-provoking questions like why, what if, and how. Third, applied, taking what was said (literal) and then what was meant by what was said (interpretive), and then extend (apply) the concepts or ideas beyond the situation. It is include analyzing, synthesizing and applying. There is a good amount of research investigating the effectiveness of instructional strategies for activating prior knowledge as a means to support students’ reading comprehension. As a whole, the research base provides good evidence to support the use of prior knowledge activation strategies. Prior knowledge activation is regarded as a research-validated approach for improving children’s memory and comprehension of text (Pressley Johnson, 1989). There are varieties of strategies for helping students to activate prior knowledge: (1) prior knowledge activation through reflection and recording, (2) prior knowledge activation through interactive discussion, (3) prior knowledge activation through answering questions, (4) computer-assisted activation of prior knowledge, and (5) prior knowledge activation through interpretation of topic-related pictures. According to Ogle (1986), there are some steps that should be considered in using KWL strategy: (1) choose a text (narrative or expository texts), (2) create a KWL chart. The teacher should create a chart on the blackboard or on an overhead transparency. In addition, the students should have their own chart on which to record information, (3) ask students to brainstorm words, terms, or phrases they associate with a topic. The teacher and students record these associations in the K column of their charts. This is done until students run out of ideas. Engage students in a discussion about what they wrote in the K column, (4) ask students what they want to learn about the topic. The teacher and students record these questions in the W column of their charts. This is done until students run out of ideas for questions. If students respond with statements, turn them into questions before recording them in the W column, (5) have students read the text and fill out the L column of their charts. Students should look for the answers to the questions in their W column while they are reading. Students can fill out their L columns either during or after reading, (6) discuss the information that students recorded in the L column, and (7) encourage students to research any questions in the W column that were not answered by the text. As the evaluation for the effectiveness, teachers can compare the students scores on comprehension questions or skill sheets or reading tests before and after implementation of this intervention. According to Lenski (2004), KWL strategy helps children become good readers by getting them to do many of the things that good readers do. This strategy gets children to read silently with comprehension. In addition, children relate new information to what they already know when they confirm or disconfirm the information in the K column. Further, the children learn to set their own purposes for reading when they generate questions for the W column. Their reading to answer these questions helps them concentrate while they are reading as they more actively monitor their own comprehension. The L column affords students the opportunity to summarize what they read. When they put the information in their own words, they better understand what they know and what they do not know. This helps them move into a possible next step which involves having them generate more questions and use a variety of resources to learn more information. Finally, taking this strategy into a publication step helps them organize the information and write it for presentation to others. This strengthens their learning of the information, involves them in doing what good readers do, and teaches them about their own reading processes. Several studies had been conducted around the area of improving students’ reading comprehension achievement by using KWL strategy. Ammre Natoor’s (2006) research aimed at investigating the impact of activating previous knowledge by using KWL and the closure strategies on the reading comprehension of a sample of grade four underachieving pupils. They enquired whether there were differences that could be attributed to the pupil gender. The total sample was 60 students, where half were boys and the other were girl pupils. All were grade 4, who suffered from difficulty of learning and were subscribed in the Learning Sources Centers in fourteen state and private schools. Participants were selected randomly. They were divided into two groups; an experimental group that taught reading texts using KWL and closure strategies to activate their previous knowledge; and a control group that taught in the traditional method. Results of this study have proved effectiveness of KWL strategy and closure strategies in activating previous knowledge, and thus, improving reading comprehension of underachieving pupils. However, there were no reading comprehension differences that can be attributed to difference in gender. Stahl (2003) conducted research to find out the impact of three instructional strategies (the oriented thinking, KWL and moving photos) on the reading comprehension and scientific content acquisition of beginning readers. The sample constituted 31 students of basic grade two pupils. The study has shown that moving photos strategy and the oriented thinking activities had statistically significant impact on the participants’ reading comprehension and acquisition of the scientific content, while there was no statistically significant impact on the reading comprehension and acquisition of the scientific content that can be attributed to using KWL strategy. Al Shaye’s (2000) study investigated effectiveness of what is called metacognitive strategies on the second secondary students’ reading comprehension in Kuwait schools. The sample included 100 students who were distributed into four groups: the first group was taught using SQ3R strategy; a second group was taught using KWL strategy; a third group was taught using both SQ3R and KWL strategies; while with the fourth group (the control group) the old traditional method was used. The study findings showed that there was significant improvement in the comprehension level of all groups except the group taught by the traditional method. However, there were no statistically significant difference in the reading comprehension among the three groups (SQ3R, KWL, and SQ3R KWL strategies). Through the review of some previous studies, it can be concluded that most of research on KWL strategy indicated its significance in improving the reading comprehension of students. C. Methods and Procedures This part discusses the following subheadings: (1) design of research, (2) operational definitions, (3) subjects of the study, (4) technique for collecting the data, (5) validity and reliability of the test, (6) technique for analyzing the data. Design of Research This study applied a quasi experimental. This design is often used in classrooms when experimental and control groups are such naturally assembled group as intact classes, which may be similar (Best and Kahn, 1993: 151). The research design is called nonequivalent-groups pretest-posttest design (McMillan, 1990: 178) because two groups of experimental and control were involved in this study. Operational Definitions KWL strategy was a reading strategy that was applied to the experimental group as the sample of this study. KWL strategy is a reading strategy that uses questioning to activate prior knowledge, to understand metacognition, and to write to learn. In the first step students, alone or with others, brainstorm what they know about the reading topic. Next, students write what they want to learn about the topic. In the last, students read the material and share what they have learned. Students’ reading comprehension achievement means the result of the Reading Comprehension test that was gained by the students in experimental group, after they received the treatment. The effect was measured by comparing the scores of pretest-posttest between the students who were on the control group and on the experimental group. Subjects of the Study The subjects of this study was the eightth grade students of SMP Negeri 4 Palembang. The total number of population was 405 students which comprising nine classes. The sample of this study was taken purposively, which was known as purposive sampling. There were 40 students at the same level (40 out of population) that was taken as sample. The researcher took two classes as the sample, where 20 students were taken from each class. They were given pretest and posttest. They were divided into two groups, 20 students for the experimental group and 20 students for the control group. The experimental group was taught by using KWL strategy, while the control group was not taught using KWL strategy. Technique for Collecting the Data In collecting the data, the writer used reading comprehension test. There were two tests, pretest and posttest that was given to the sample of this study. The test means examination or trial of something to find its quality, value, and composition. It is also something for measuring knowledge, intelligent, ability of an individual group (Hatch Farhady, 1982:44). In constructing the test, the writer did some steps: (1) preparing the test. The test was in form of multiple choice reading comprehension test, (2) asking the expert judgement on the appropiateness. It was the judgement from the writer’s advisors, (3) trying out the test. The writer did the try out at SMP Negeri 17 Palembang which had similar characteristic with the sample. (4) analyzing the result, whether or not it is valid and reliable, (5) producing the final test, (6) conducting the test. The writer gave pretest to the control group and the experimental group as the sample of this study, before conducting the teaching experiment to the experimental group. It was to measure the students’ reading comprehension mastery before the experiment. Finally, the post-test was given to the sample, after the experiment conducted. It was to measure the students’ reading comprehension achievement after the treatment. Validity and Reliability of the Test In designing the reading texts as the instrument of this study, the writer had measured the readibility of the reading texts by using Flesch Kincaid formula. It was used to find out whether the reading texts were determine to the reading comprehension level of the sample. Before administering the instrument, the writer validated the items of the test, which is known as content validity. The researcher also found their reliability by trying it out at another school which had similar charasteristics with the sample. The data from the Try Out were analyzed by using Alpha Cronbach. It was assumed that all of the questions were equally difficult. The validity and reliability of the instrument are very important to determine appropriateness and usefulness of a measurement instrument. Validity is the degree to which correct inferences can be made on the basis of results obtained from an instrument. It depends not only on the instrument itself, but also on the instrumentation and the characteristics of the group studied (Ihsan, 1997). From 60 items which were tried out, it is found that not all the items were valid. There were 8 items (13%) were very easy, 13 items (22%) were easy, 23 items (38%) were desirable, 10 items (17%) were difficult, and 6 items (10%) were very difficult. Based on the calculating above, the writer took 40 items which are valid as the instrument of the study. In finding the reliability of the instrument, the writer used Alpha Cronbach formula. The reliability of the instrument was 0. 840. It could be judged that the reading comprehension test was reliable, because the reliability coefficient of reading comprehension test obtained was more than 0. 700. Technique for Analyzing the Data Quantitative data analysis is used in this study. The writer found out the means score. The writer also found out the significant differences within the groups and between the groups in terms of reading comprehension achievement. The writer also measured how much the contribution of KWL strategy in improving students’ reading comprehension achievement. In finding the mean of the tests, the writer found out the normality of the pre-test and post-test, and the homogeneity of the test. Then, the writer found out the means score and standard deviation of the pre-test and post-test to see the difference. Finally, in comparing the means of the test, the writer used t-test in order to find out the difference between the means and decide whether those differences were likely to happen by chance or by treatment effect. D. Findings and Interpretation The Results of Reading Comprehension Test Graphically, the total score of students pre-test and post-test in the experimental group can be seen on Figure 1, where it showed that the posttest score was higher than the pretest score. It meant teaching reading comprehension by using KWL (Know. Want, Learned) strategy could increase the students’ reading comprehension score. [pic] Figure 1. Graph for Pre-test and Post-test Scores in Experimental Group Graphically, the total score of students pretest and posttest in the control group can be seen on Figure 2, where it showed that that the posttest score and the pretest scores were relatively the same. It meant the score of students’ reading comprehension increased gradually. [pic] Figure 2. Graph for Pre-test and Post-test Scores in Control Group Independent Sample t-test Analysis of Students’ Reading Comprehension Achievement In order to find out whether or not there was significant difference in reading comprehension achievement between the students who were taught by using KWL strategy and those who were not, the result of posttest scores of reading comprehension achievement in the experimental group and the control group were compared by using independent sample t-test. Table 1. Independent Samples Test | |Levenes Test for|t-test for Equality of Means | | |Equality of | | | |Variances | | | |F |Sig. |T |df |Sig. 2-tailed) | |Experiment |,778(a) |,605 |60,5% |27,618 |,000 | Based on the obtained data from the table above , it was identified that the contribution of KWL strategy contributed 60. 5 % and the unexplained factor contributed 39. 5 % on students’ reading comprehension achievement. Interpretations of the Study Based on the result of the study, the following interpretations are presented to strenghten the value of the study. First, the result of the study showed a statistically significant difference in reading comprehension achievement between the students who were taught using KWL strategy and those who were not. The mean score posttest of experimental group (2. 100) was higher than the mean score posttest of control group (0. 857). It was also assumed that KWL strategy gave significant contribution in improving students’ reading comprehension achievement. Second, KWL strategy contributed in improving the students comprehension level and in achieving meaningful learning through activating previous knowledge related to the reading text. It gave the students an opportunity to find real conceptual relations and not random ones with those concepts previously made while building up a cognitive structure. Students were continuously active arranging and organizing what they had learned, in order to make hypothesis and predictions in relation to the text and its objectives. For this purpose, they used different intellectual processes such as: comprehension, interpretation, analysis, evidencing and eliciting in order to take appropriate decisions and accomplish their learning goals. The students actively build up knowledge. This knowledge helps them create a portrait for the world around themselves to support their new experience with a meaning and significance. Hence, KWL strategy also could improve the skill of teaching the students how to process the information; and how to think independently and effectively. Using KWL strategy in teaching matches with the course, material, and method, in terms of simplicity and complexity; as it copes with the students’ abilities, acquisition of religious concepts and correction of substitutive concepts they might have got. Because reading comprehension is a meaning composition process, built up through a complementary addition of the information the text provides and the knowledge stored in the students cognitive background. The way of students interpreting the text depends on the previous knowledge they have got. This vidences the significance of KWL strategy in enhancing the reading comprehension level within the students. This is what the results of this study proved. The group which studied the texts with KWL strategy surpassed the group that followed the traditional method. KWL strategy is considered effective in improving students reading comprehension achievement and upgrading them; since it leads to activate previous knowledge within the students and leads to enhance the students’ ability to interpret the reading material and adapt it as to cope with their cognitive background. Third, most of the students were more interested and comprehended the texts where the topic discussed about the local culture. Eventhough, based on Flesch-Kincaid Grade level readibility, the texts were quite difficult for the students’ grade level, their reading score on local culture topic were higher compared to the texts that were comfortable for their grade level of readibililty. Its indicated reading texts which are difficult for the students’grade level did not guarantee that their can not comprehend the texts which known as â€Å"low level with high interest†. It was concluded that as long as the students had high interest to the topic of the reading texts, eventhough quite difficult for their reading level, it will be easier for them to comprehend. E. Conclusion and Suggestions There was significant difference in reading comprehension achievement between the students who were taught by using KWL strategy and those who were not. Since they had been given the treatments, they could improve their reading comprehension achievement. Based on the analysis of data gathered during the experiment and after the experiment, it could be concluded that the students could improve their reading comprehension achievement. Most of the students in the experimental group had better achievement in reading comprehension and were enthusiastic, active, and enjoy in comprehending reading texts by using KWL strategy. Their better achievement toward reading comprehension can be seen based on the scores of posttest were higher than the scores of pretest. There was also an effect of using KWL strategy on students’ reading comprehension achievement. It can be seen from the analysis of the means score within the groups and between the groups by using Stepwise Regression formula, where it is indicated that KWL strategy was effective in improving students’ reading comprehension achievement. Having applied KWL (Know, Want, Learned) strategy for about 16 meetings, the writer considered that it was a good strategy to be applied. In addition, this strategy helped students in understanding the reading material easily. References Academic Cuesta. (2003). Textbook reading strategies. 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