On the new SAT essay, part I background

In the past, I haven’t posted much about the SAT essay. Even though my students always did well, teaching the SAT essay was never my favorite part of tutoring, in large part because I’m what most people would consider a natural writer (thanks in large part to the 5,000 or so books I consumed over the course of my childhood), and â€Å"naturals† don’t usually make the best teachers. Besides, teaching someone to write is essentially a question of teaching them to think, and that’s probably the only thing harder than teaching someone to read. The redesigned essay is a little different, first because it directly concerns the type of rhetorical analysis that so much of my work focuses on. In theory, I should like it a lot. At the same time, though, it embodies some of the most problematic aspects of the new SAT for me. Some of these issues recur throughout the test but seem particularly thorny here. I’ve been trying to elucidate my thoughts about the essay for a long time; for some reason, I’m finding it exceptionally difficult to disentangle them. Every point seems mixed up with a dozen other points, and every time I start to go in one direction, I inevitably get tugged off in a different one. For that reason, I’ve decided to devote multiple posts to this topic. That way, I can keep myself focused on a limited number of ideas at a time and avoid writing a post so long that no one can get more than halfway through! Before launching into an examination of the essay itself, some background. First, it is necessary to understand that the major driving force behind the essay change is the utter lack of correlation between factual accuracy and scores – that is, the rather embarrassing fact that students are free to invent examples (personal experiences, historical figures/battles/act, novels, etc.) without penalty. In particular, personal examples have been a particular target of David Coleman’s ire because they cannot be assessed â€Å"objectively.† The College Board simply could not withstand any more bad publicity for that particular shortcoming. As a result, it was necessary to devise a structure that would simultaneously require students to use â€Å"evidence† yet not require – or rather appear not to require – any outside knowledge whatsoever. As I’ve pointed out before, students have been – and still are – perfectly free to make up examples on the ACT essay, but for some mysterious reason, the ACT never seems to take the kind of flack that the SAT does. Again, marketing. My  feelings on this issue have evolved somewhat over the years; they’re sufficiently complex to merit an entire post, if not more, so for now I’ll leave my opinion out of this particular aspect of the discussion. Let’s start with the pre-2016 essay. Despite its very considerable shortcomings, the current SAT essay is as close as possible to a pure exercise in â€Å"using evidence† – or at least in supporting a claim with information consistent with that claim (information that may or may not be factually accurate), which is essentially the meaning of â€Å"evidence† that the College Board itself has chosen to adopt.  Ã‚   For all its pseudo-philosophical hokeyness, the current SAT essay does at least represents an attempt to be fair. The questions are deliberately constructed to be so broad that anyone, regardless of background, can potentially find something to say about them. (Are people’s lives the result of the choices they make? Can knowledge be a burden rather than a benefit?). Furthermore, students are free to support their arguments with examples from any area they choose – contrary to popular belief, there is ample room for creativity.   While students may, if they so choose, use personal examples, the top-scoring essays tend to use examples from literature, history, science, and current events. The example of a top-scoring essay in the Official Guide, if memory serves me correctly, is an analysis of the factors leading up to the stock market crash of 1929 – not exactly a personal narrative. In contrast, essays that rely on personal examples, particularly invented ones, tend to be vague, unconvincing, and immature. Yes, there are some students who can pull that type of fabrication off with aplomb, but in most cases, â€Å"can† does not mean â€Å"should.† Furthermore, students who make up facts to support other types of examples are rarely able to do so convincingly. The ones who can are, by definition, strong writers who understand how to bullshit effectively – a highly useful real-world skill, it should be pointed out. But in general, the best writers tend to have strong knowledge bases (both being the result of a good education) and thus the least need to make up facts. That is why the essay, formerly part of the Writing SAT II test, was relatively uncontroversial for most of its existence: only selective colleges required it, and so only the students who took it were students applying to selective college – a far, far smaller number than apply today. As prospective applicants to selective colleges, those-test takers were generally taking very rigorous classes and thus had very a solid academic base from which to draw. Remember that this was also in the days before work could be copied and pasted from Wikipedia, and when AP classes were still mostly restricted to very top students. While plenty of smart-alecks (including, I should confess, me) did of course invent examples, the phenomenon was considerably more limited than it became in 2005, when the essay was tacked on to the SAT-I. Based on what Ive witnessed, I suspect that the questionable veracity of many current essays is also a result of the reality that many students who attempt to write about books, historical events, scientific examples, etc. simply do not know enough facts to support their arguments effectively, either because they are not required to learn them at all in school (the acquisition of factual knowledge being dismissed as â€Å"rote memorization† or â€Å"mere facts†), or because information is presented in such a fragmentary, disorganized manner that they lack the sort of mental framework that would allow them to retain the facts they do learn. One of the unfortunate consequences of doing away with lectures, I would argue, is that students are not given the sort of coherent narratives that tend to facilitate the retention of factual information. (Yes, they can read or watch online lectures, but there’s no substitute for sitting in a room with a real, live person who can sense when a class is confused and back up or adjust an explanation accordingly.)   At any rate, when word got out about just how ridiculous some of those top-scoring essays were†¦ Well, the College Board had a public relations problem on its hands. The essay redesign was thus also prompted by the need to remove the factual knowledge component.   Now, here it gets interesting. As I forgot until recently, the GRE â€Å"analyze an argument† essay actually solves the College Board’s problem quite effectively. (The GMAT and LSAT also have similar essays.) Test-takers are presented with a brief argument, either in the form of a letter to an editor, a summary of research in a magazine or journal, or a pitch for a new business. While the exact prompt can vary slightly, it is usually something along the lines of this: Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument. The beauty of the assignment is that it has clearly defined parameters – there is effectively no way for students to go outside the bounds of the situation described – yet allows for considerable flexibility. The situations are also general and neutral enough that no specific outside knowledge, terminology, or coursework is necessary to evaluate arguments concerning them. In short, it is a solid, fair, well-designed task that reveals a considerable amount about students’ ability to think logically, present and organize their ideas in writing, evaluate claims/evidence, and â€Å"dialogue† with differing points of view while still maintaining a clear focus on their own argument. There is absolutely no reason this assignment could not have been adapted for younger students. It would have eliminated any temptation for students to invent (personal) examples while providing an excellent snapshot of analytical writing ability and remaining more or less universally accessible. It also would have been perfectly consistent with the redesigned exam’s focus on â€Å"evidence.† Instead, the College Board essentially created a diluted rhetorical strategy essay, taken from  the AP English Composition exam a very specific, subject-based essay  that many students will lack prior experience writing. Students are given 50 minutes (double the current 25) to read a passage of about 750 words in response to the following prompt: As you read the passage below, consider how the author uses evidence, such as facts or examples, to support claims. reasoning to develop ideas and to connect claims and evidence. stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed. Write an essay in which you explain how the author builds an argument to persuade his/her audience that xxx. In your essay, analyze how the author uses one or more of the features in the directions that precede the passage (or features of your own choice) to strengthen the logic and persuasiveness of his/her argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with the author’s claims, but rather explain how the author builds an argument to persuade his/her audience. Before I go any further, I want to make something clear: I am not in any way opposed to asking students to engage closely with texts, or to analyzing how authors construct their arguments, or to requiring the use of textual evidence to support one’s arguments. Most of my work is devoted to teaching people to do these very things. What I am opposed to is an assignment that directly contradicts claims of increased equity by testing skills only a small percentage of test-takers have been given the opportunity to acquire; that misrepresents the amount and type of knowledge needed to complete the assignment effectively; and that purports to reflect the type of work that students will do in college but that is actually very far removed from what the vast majority of actual college work entails. In my next post, I’ll start to look at these issues more closely.

Madness of Tell-Tale Heart - 1287 Words

Madness! Edgar Allen Poe once said, â€Å"Words have no power to impress the mind without the exquisite horror of their reality.† There are many breathtaking horror stories, but none of them influenced literature as much as â€Å"The Tell-Tale Heart.† Poe uses the character and theme to make â€Å"The Tell-Tale Heart† one of his near perfect tales. His works often explored the inner workings of the human mind; in particular its dark side (Bouchard). This story shows the terrible war of superego upon the id, the endless battle between conscience and impulse (Hoffman 226). These struggles, although always in disguise, are constantly enacted on Poe’s work. Poe explored the limits of human reality in stories shaped by both intuitive genius and literary†¦show more content†¦He never even thinks of the possibility that he might be mad and keeps stating he is not mad. You could say that he is a flat character because he is simply a mad man. We don’t hesita te whether he is a crazy or not, and the only thing in the story we are certain about him is that he is insane. But you can also say he is a round character because he describes his thought processes and the reasons for his actions. â€Å"I think it was his eye! yes, it was this! He had the eye of a vulture --a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees --very gradually --I made up my mind to take the life of the old man, and thus rid myself of the eye forever,† (Poe 121). This sentence gives us a reason for the murder, the old mans eye. Later in the story he tells us his clever process of hiding the body. He is not simply crazy, he is full of the praise of his own sagacity (Hoffman 230). In the other hand, he is also a dynamic character. We know this because he is not just narrating the story but he is also in it. By knowing he is the narrator and also in the protagonist of the story, we cant trust what he is saying bec ause he will want us see him as a good person. He would want to justify his own actions and that is just what he does. He justifies himself to why he killed a man and explains why he is not mad. To me he is a dynamic character because we have to see him in twoShow MoreRelated Madness in The Yellow Wallpaper and The Tell-Tale Heart1679 Words   |  7 PagesMadness in The Yellow Wallpaper and The Tell-Tale Heart Compare the portrayal and use of madness in The Yellow Wallpaper by Charlotte Perkins Gilman and The Tell-Tale Heart by Edgar Allan Poe. Which story did you prefer and why? The Yellow Wallpaper by Charlotte Perkins Gilman and the Tell-Tale Heart by Edgar Allen Poe both describe characters who in the opinion of other people are insane. The characters hysterical behaviour due to their insanity is depicted as the stories progress. 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Education Is A Key Role Of Human Development - 928 Words

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HR Promoting TQM Essay Sample free essay sample

TQM is chiefly an organisational scheme considered as a alteration programme to accomplish excellence and hence HR has an of import function to play in planing the intercessions to fix the people and the organisations for the coveted alteration. The function of the HR Department in bettering quality can be considerable. Broadly. it can: †¢ Assist in the preparation of the firm’s strategic way and demands. †¢ Identify the human resource doctrines or civilization consistent with the concern demands. †¢ Develop and implement policies and activities consistent with the civilization. †¢ Ensure that the quality betterment procedure is consistent with the other human resource activities. The HR section can play a important function in the alteration procedure by set uping a specific programme that is responsible for covering with the alteration. This programme can affect: †¢ Establishing a senior HR council and executive operating commission †¢ Naming a major enterprise that rallies all employees to the alteration †¢ Developing a leading programme that ensures that the alteration clearly includes the top direction [ a senior direction development programme ] . Additionally. within the HR section there can be farther division of functions and duties. This frequently involves clear uping the relationship between the corporate-level HR section and the concern unit – degree sections. Taking a proactive stance. the corporate-level section can: †¢ Assist senior directors in explicating alteration †¢ Become a theoretical account of alteration†¢ Develop and guide divisional human resource sections†¢ Change organizational construction†¢ Serve as a clearinghouse†¢ Serve as trainer for other HR staff†¢ Do benchmark analysis†¢ Develop HRIS [ Human Resource Information System ] capacity†¢ Audit competences Development of Total Quality Peoples:The first pillar of TQM is internal client satisfaction. Peoples involved in each procedure have to handle those following in the procedure as their client. In add-on to the external client. every activity in the mill has an internal client. The service to the internal client is the 1 which will assist pitch up the organisation to present eventually the needed service to the client. For illustration if Marketing dept. trades with external client. its committednesss are to be backed up by other sections for whom the selling dept. itself becomes a client. Therefore. all the sections and the people are to be oriented towards accomplishing entire quality and the attitude of † Help us to assist you better † must be developed on the doctrine of internal clients. Here lies the importance of HR in developing entire quality people i. e. people with positive attitude. values in consonant rhyme with organisational mission and alter the mentality so that the foundation becomes really strong. The HR attempt should be to convey in/foster existent spirit of TQM i. e. spirit of reciprocality in interactions and non simply the mechanics of it. The HR enterprise in TQM activity should be oriented to show the efficaciousness of Win-Win relationships as contrasted to Win-Lose or Lose-Lose relationships and thereby enabling effectual spirit of squad work. TrainingHR has besides to set about intensive preparation of forces in understanding the application of TQM methods A ; its tools. In Japan. this portion of using TQM methods A ; tools are really much broad spread A ; people at all degrees get downing from top to bottom are really much conversant with this and use in all domains of their activity. HR initiatives in this context have to turn to in preparation of forces in going â€Å"data minded than sentiment minded† . The mentality of † What is wrong† than † Who is wrong† to be generated A ; built up. Though it is a formidable undertaking. HR has to trip this thought in an organisation to gain thought revolution of TQM dimension. Employee Engagement:Further. HR has to originate employee engagement in TQM activity. Ultimately. quality is physically produced by the operator on the store floor. It is hence really of import that he understands the quality demands of his occupation. This is possible provided his engagement in the occupation is really high and he is a really committed and sceptered worker. It is in this context that Nipponese have introduced Quality Circles which have generated high degree of committedness of workers and eventually helped Japan to go as universe leader in the concern. Quality circles are based on the cardinal rules of coaction. engagement A ; authorization. HR has to ease the civilization of squad work either in the signifier of Quality Circles. Quality Teams. Task force. CFT. Suggestion schemes or any such others innovative employee engagement strategies for TQM activity. Education and communicating: Companies place great accent on this. through a assortment of vehicles – picture. briefing. magazines. newssheets. notice – boards. narrative boards and so on. so as to proclaim and reenforce the quality message. However its inadequate for senior direction to show their committedness entirely through pass oning vision and mission statements. Recruitment and Choice:TQM has an consequence on choice processs. Some companies have sophisticated enlisting and choice techniques. including psychometric and aptitude trials and appraisal centres to place squad workers or job convergent thinkers appropriate to choice civilization. Appraisal:Performance assessment is seen playing an of import function as a tool to pass on to directors whether quality criterions are being met. given the importance of the client rating of managerial public presentation in the overall assessment. Communication and acknowledgment:Puting so much accent on preparation requires that the company pass on on a regular basis with employees about the developmental chances being offered. These are more than merely communicating vehicles. They serve as a agency of worker acknowledgment. which the company takes earnestly. Other ways of acknowledging employees include: †¢ Recognition Day—An one-year jubilation at each location in which single employees and squads are recognized publically for their achievements †¢ Incentive Recognition Awards—An one-year pecuniary award for excellence above and beyond normal occupation responsibilities †¢ Seniority Recognition Program—A plan in which every employee receives a card and little gift on the day of remembrance of his or her day of the month of hire. Labor dealingss:One of the typical characteristics of human resources plan is that the plan makes no differentiations between exempt and taxable employees. The organisation studies brotherhood members about their sentiments right along with salaried employees. Union members participate in the employee-suggestion plan. and they can go to the Front-Line Leadership Training regardless of whether or non they have any supervisory duty. Job design:Employees are more likely to demo committedness when occupations are meaningful and affect important duty and where employees are able to acquire direct feedback on their public presentation. TQM accent on flexibleness and teamwork may besides necessitate a move off from detailed fixed occupation descriptions. Finally HR has to make TQM mindset by concentrating following three chief orientations: 1 ) The client orientation2 ) The procedure orientation3 ) The people orientation. There are five stages of HR intercession for TQM: Formulation:Hr professional could play a function in determining TQM enterprises at the preparation phase. They may be able to play a originative function in footings of doctrine behind TQM and its grade of interaction with current organizational pattern and moralss. Example: 1. Fixing and synthesising studies from other administrations that have experience of TQM 2. Helping with picks about TQM attacks.3. Designing and presenting senior direction development classs that createthe right clime for TQM. Execution Phase:At this phase. HR professionals can play a facilitating function in guaranting the TQM is introduced in most appropriate manner. The undermentioned activities may be undertaken: 1. Training of in-between directors and supervisors in how to develop TQM procedure within staff 2. Training facilitators wise mans and squad members in interpersonal accomplishments and how to pull off TQM 3. Coaching directors on behavior 4. Planing communicating events to publicise TQM. Care Phase:Having shaped and implemented the TQM enterprise. HR personal map can play an effectual portion in trying to keep and reenforce its place within the administration. Interventions in the 3rd country are designed to guarantee TQM continue to pull a high profile and does non lose drift. Contribution can be in following countries: 1. Introducing or upgrading the TQM constituent with initiation classs. 2. Guaranting that developing in tools. techniques. systems and processes continues to be provided within the administration. 3. helping quality betterment squads 4. Guaranting the methods of honoring success are established. Review Phase:HR may besides be able to do part to TQM at the reappraisal degree either on regular footing or portion of on-going process for measuring advancement. Such intercession could include: 1. Lending to taking the readying of one-year TQM studies. 2. Guaranting effectivity of TQM substructure 3. Fixing and administering employee attitude studies on TQM Application Phase:Finally and to some extent in concurrence with each of these phases. HR map can use to TQM to reexamine their ain activities along the lines of the undertaken by the internal contractors as analysed earlier. The precise list of patterns depends on administration and map involved. Some of them may be: 1. Fixing offer and contract letters within a specified clip. 2. Reding staff on their footings and status of employment 3. Measuring Training proviso on one-year footing. 4. Continual reappraisal of its activities utilizing the people related standards in EFQM theoretical account and MBNQA.