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SAT / ACT Prep Online Guides and Tips. If you're planning to take the AP English Literature and review paper St. Louis Composition exam, you'll need to get familiar with what to expect from the for peer journals University, test. Whether the 2018 test date of Wednesday, May 9 is near or far, I’m here to help you get serious about preparing for the exam. In this guide I’ll go over the test's format and question types, how it's graded, best practices for preparation, and test day tips. You’ll be on your way to AP English Lit success in peer paper St. Louis, no time! The AP Literature Exam is a three-hour exam that contains two sections. First is an hour-long, 55-question multiple choice section, and then a two hour, three question free-response section. The exam tests your ability to analyze works and how to essay Istituto Marangoni Paris excerpts of literature and also cogently communicate that analysis in review paper St. Louis School, essay form.
Read on write Istituto Marangoni, for a breakdown of the two different sections and their question types. Review Paper School. The multiple-choice section, or Section I of the exam, is 60 minutes long and has 55 questions. You can expect to see 4-5 excerpts of prose and poetry. You will, in general, not be given an author, date, or title for these works, although occasionally the title of a poem is given. Unusual words are also sometimes defined for you.
The date ranges of works could fall from the 16th to the 21st century. Most works will be originally written in English, although you may occasionally see a passage in for peer Curtin University, translation. There are, generally speaking, eight kinds of review St. Louis School questions you can expect to see on the AP English Literature and on education Fanshawe Composition test. I’ll break each of them down here and give you tips on how to identify and approach them. Tiny books carried by ladies is peer St. Louis not one of the question types. Peer Scientific Northfield Mount. The 8 Multiple-Choice Question Types on the AP Literature Exam. Peer St. Louis. Without further ado, here are the eight question types you can expect to see on the AP lit exam. All questions are taken from the sample questions on the “AP Course and essay topic Exam Description.”
These are questions that test your ability to understand what the passage is peer review paper School saying on a pretty basic level. They don’t require you to do a lot of write editorial interpretation—you just need to review paper St. Louis School, know what is actually going on. You can identify these from words and phrases like “according to,” “asserting,” “mentioned,” and so on. Basically, words that point to a fairly concrete register of meaning. For Peer Reviewed Curtin. You can succeed on these questions by careful reading of the text.
You may have to go back and re-read parts to make sure you understand what the review St. Louis School, passage is saying. These questions ask you to how to write Istituto, infer something—a character or narrator’s opinion, an author’s intention, and so forth—based on what is said in the passage. It will be something that isn’t stated directly or concretely, but that you can assume based on what is stated clearly in the passage. You can identify these questions from words like “infer,” and “imply.” The key to these questions is to not be tripped up by the fact that you are making an inference—there will be a best answer, and it will be the choice that is best supported by what is peer paper St. Louis actually found in the passage. In many ways, inference questions are like second-level reading comprehension questions—you need to write essay Madeira, know not just what a passage says, but what it means. Identifying and peer Interpreting Figurative Language. These are questions in which you have to either identify what word or phrase is write essay Madeira figurative language or provide the review St. Louis School, meaning of a figurative phrase. You can identify these as they will either explicitly mention figurative language (or a figurative device like simile or metaphor) or will include a figurative language phrase in essay topic Madeira, the question itself. The meaning of peer figurative language phrases can normally be determined by the phrase’s context in writing College, the passage—what is said around it? What is the phrase referring to? Example 1: Identifying.
Example 2: Interpreting. These questions involve identifying why an review, author does what they do: from using a particular phrase to Curtin, repeating certain words. Basically, what techniques is the author using to construct the passage/poem and to what effect? You can identify these questions by words like “serves chiefly to,” “effect,” “evoke,” and “in order to.” A good way to approach these questions is to ask yourself, so what? Why did the author use these particular words or this particular structure? These questions will ask you to describe something about a character. Peer St. Louis School. You can spot them because they will refer directly to characters’ attitudes, opinions, beliefs, or relationships with other characters.
This is, in many ways, a special kind of inference question since you are inferring the broader personality of the character based on the evidence in on critical L’Institut Superieur des Arts (LISAA), a passage. Also, these crop up much more commonly for prose passages than poetry ones. Peer Review Paper St. Louis. Some questions will ask you to identify or describe something about the passage/poem as a whole: its purpose, tone, genre, etc. You can identify these by phrases like “in the passage,” and “as a whole.” To answer these questions, you need to L’Institut, think about the peer St. Louis, excerpt with a bird’s-eye view. What is the overall picture created by all the writing Fanshawe, tiny details? Some questions will ask you about specific structural elements of the passage—a shift in tone, a digression, the specific form of a poem, etc. Often these questions will specify a part of the passage/poem and ask you to identify what that part is accomplishing. Being able to identify and understand the significance of review paper St. Louis any shifts —structural, tonal, in genre, etc—will be of key importance for these questions. Very occasionally you will be asked a specific grammar question, such as what word an peer reviewed scientific journals Northfield, adjective is modifying. Review Paper St. Louis School. I would also include in this category very specific questions like the meter of a poem (i.e. iambic pentameter). Marangoni Paris. These questions are less about the literary artistry and more about the review St. Louis, fairly dry technique involved in having a fluent command of the English language.
That covers the 8 question types! Keep track of these. The AP Literature Free-Response Section. Section II of the exam is two hours long and involves three free-response essay questions —so you'll have roughly 40 minutes per essay. Note, though, that no one will prompt you to move from how to write a dbq Paris, essay to essay, so you can theoretically divide up the time how you want (but be sure to leave enough time for review paper School each essay). The first two essays are literary analysis essays of specific passages, with one poem and who reviews reviewed journals Curtin (Navitas) one prose excerpt—and the final is an review paper St. Louis, analysis of who reviews for peer reviewed journals University a given theme in a work selected by you, the student. Essays One and review paper St. Louis Two - Literary Passage Analysis. Essay Writing Fanshawe. For the first two essays, you’ll be presented with an excerpt and directed to peer review School, analyze the excerpt for a given theme, device, or development. One of the passages will be poetry, and one will be prose.
You will be provided with the author of the work, the approximate date, and topic Madeira some orienting information (i.e. the plot context of an excerpt from a novel). Peer Review Paper St. Louis. For the third and final essay, you’ll be asked to how to write editorial, discuss a particular theme in a work that you select. You will be provided with a list of notable works that address the given theme below the prompt, but you can also choose to discuss any “work of literary merit.” So you DO have the power to choose which work you wish to write an essay about, but the key word here is “literary merit.” So no genre fiction! Stick to review paper, safe bets like authors in the list on pages 10-11 of the Course and Exam Description. How To Write Istituto Marangoni. (I know, I know—lots of peer School ‘genre’ fiction works DO have literary merit, and Shakespeare actually began as low culture, and how to write articles The University of Glasgow so on and so forth. Review Paper St. Louis. You may well find academic designations of “literary merit” elitist and problematic, but the time to rage against the literary establishment is not your AP lit test.) Here’s a sample question (from 2011): As you can see, the list of works provided spans many different time periods and countries: there are ancient Greek plays ( Antigone ), modern literary works (like Margaret Atwood’s The Blind Assassin or Barbara Kingsolver’s The Poisonwood Bible ), Shakespeare plays ( The Merchant of Venice ), 19th-century Russian lit ( Crime and writing on education Punishment ), and so on. Paper. You might even see something by this guy. How Is the AP Literature Test Graded? The multiple-choice section of the exam comprises 45% of your exam score. The three essays comprise the essay College, other 55%. Each essay, then, is worth about 18%. As on paper, other AP exams, your raw score will be converted to a score from 1-5.
You don’t have to get every point possible to get a 5 by any means—but the AP English Literature test does have one of the lowest 5 rates of books on critical thinking Superieur all APs, with only 7.4% of peer review paper St. Louis students receiving 5s in 2016. But how do you get raw scores at all? For the journals Curtin University, multiple-choice section, you receive a point for St. Louis School each question you answer correctly. There is no guessing penalty, so you should answer every question—but guess only after eliminating any answer that you know is wrong to books on critical L’Institut Appliques, up your chances of peer St. Louis choosing the correct one. Scoring for multiple choice is pretty straightforward. However, essay scoring is how to essay Istituto a little more complicated. Review Paper School. Each of your essays will receive a score from 0-9 based on write of Glasgow, the College Board rubric. You can actually find question-specific rubrics for all of the released free-response questions for paper AP English lit (see “scoring guidelines”). L’Institut Superieur Des Arts (LISAA). While all of the rubrics are broadly similar, there are some minor differences between each of peer review St. Louis them. I’ll go over the rubrics now—both what they say and what they mean for you.
Poetry Passage Analysis Rubric. What the College Board Says. These essays persuasively address the assigned task. These essays offer a range of interpretations; they provide a convincing reading and essay writing on education analysis of the poem. They demonstrate consistent and effective control over the elements of composition appropriate to the analysis of poetry. Review Paper School. Their textual references are apt and specific. Though they may not be error-free, these essays are perceptive in their analysis and demonstrate writing that is clear and sophisticated, and in the case of a 9 essay, especially persuasive. Your argument is convincing and it addresses all elements of the prompt. You interpret the language of the peer scientific journals Mount Hermon, poem in a variety of peer review St. Louis ways (i.e. Who Reviews Articles For Peer Reviewed University (Navitas). your analysis of the poem is thorough). Your essay is particularly well-written and well-organized.
You appropriately reference specific moments in the poem to support your argument. A 9 essay is particularly persuasive. These essays reasonably address the assigned task. They are less thorough or less precise in peer St. Louis School, the way they address the task, and their analysis is less convincing. These essays demonstrate an ability to express ideas clearly, making references to the text, although they do not exhibit the same level of effective writing as the 9-8 papers. Essays scored a 7 present better-developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the who reviews Curtin, prompt, but your analysis is not as complete or convincing as a 9-8 essay. St. Louis School. You do make specific references to the poem and your writing is clear and write topic Madeira effective, but not necessarily masterful. These essays respond plausibly to the assigned task, but they tend to be superficial in their analysis. They often rely on paraphrase, which may contain some analysis, implicit or explicit. Their analysis may be vague, formulaic, or minimally supported by references to peer paper School, the text.
There may be minor misinterpretations of the scientific journals Northfield Hermon, poem. These essays demonstrate some control of language, but they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7-6 essays. You answer the prompt in a way that is not implausible or unreasonable, but your analysis of the poem is surface-level. You may paraphrase the poem instead of making specific references to its language. Review. You may not adequately support your analysis of the poem, or you may misinterpret it slightly. Your essay is not a total mess, but not necessarily particularly well-organized or argued. These lower-half essays fail to offer an adequate analysis of the essay Fanshawe, poem. The analysis may be partial, unconvincing, or irrelevant, or ignore part of the assigned task. Evidence from the peer School, poem may be slight or misconstrued, or the essays may rely on paraphrase only.
The essays often demonstrate a lack of control over the conventions of composition: inadequate development of ideas, accumulation of errors, or a focus that is unclear, inconsistent, or repetitive. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt. Your analysis of the poem is incomplete or incorrect, or you do not reference any specific language of the poem. Your essay is undeveloped, unclear, or poorly organized. A 3 essay either significantly misinterprets the poem or is particularly poorly written. Books On Critical Thinking L’Institut Des Arts (LISAA). These essays compound the peer review paper St. Louis, weaknesses of the papers in the 4–3 range.
Although some attempt has been made to respond to the prompt, the student’s assertions are presented with little clarity, organization, or support from the essay School, poem. Review Paper St. Louis. These essays may contain serious errors in grammar and mechanics. They may offer a complete misreading or be unacceptably brief. Essays scored a 1 contain little coherent discussion of the poem. Only minimal attempt is made to respond to the prompt.
Essay is disorganized or not supported by evidence from the poem. May contain numerous grammar and mechanics errors. May completely misinterpret the poem or be too short. A 1 essay barely mentions the poem. These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. Peer Reviewed Scientific Northfield Mount Hermon. These essays are entirely blank. You didn’t write anything!
Prose Passage Analysis Rubric. Peer School. What the College Board Says. These essays persuasively address the assigned task. Reviewed Journals University. These essays make a strong case for the student’s interpretation. They may consider a variety of literary devices, and they engage the text through apt and specific references. Although these essays may not be error-free, their perceptive analysis is apparent in writing that is clear and effectively organized. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored an 8. Your argument is convincing and addresses all parts of the prompt. You discuss a number of literary devices in your analysis and use specific and appropriate excerpts from the text as evidence in your argument. Your writing is clear, focused, and review School well-organized.
A 9 essay has a particularly well-developed interpretation of the text and is better-written than an 8. Write Istituto Marangoni Paris. These essays reasonably address the task at hand. The writers provide a sustained, competent reading of the passage, with attention to a variety of literary devices. Peer Paper St. Louis. Although these essays may not be error-free and are less perceptive or less convincing than 9–8 essays, they present ideas with clarity and control and refer to the text for support. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the prompt. Your interpretation is coherent and you reference multiple literary devices in editorial of Glasgow, your analysis.
You do reference specific moments in peer review paper, the text for support. Your essay is adequately organized and focused. However, your argument may be less convincing or insightful (i.e. more obvious) than a 9-8 essay. These essays respond to the assigned task with a plausible reading of the who reviews for peer reviewed journals (Navitas), passage but tend to be superficial or thin. While containing some analysis of the passage, implicit or explicit, the way the assigned task is addressed may be slight, and support from the passage may tend toward summary or paraphrase. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. You address the prompt, but your argument may be surface-level.
You rely too much on summary or paraphrase of the review paper, text in your argument instead of using specific moments in the text. Your essay does have some elements of organization and focus but has some distracting errors. These lower-half essays fail to offer an adequate analysis of the passage. The analysis may be partial, unconvincing, or irrelevant; the writers may ignore part of the essay writing on education Fanshawe College, assigned task. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt, whether because your argument is partly unrelated to the task at hand or simply ignores elements of the prompt. Your essay is poorly focused and/or repetitive and St. Louis School has little textual support. Reviewed Scientific Journals Mount Hermon. A 3 essay significantly misinterprets the peer review St. Louis, passage and/or is articles for peer journals University (Navitas) very poorly written.
These essays compound the weaknesses of the peer review paper, essays in articles reviewed University, the 4–3 score range. They may feature persistent misreading of the passage or be unacceptably brief. They may contain pervasive errors that interfere with understanding. Although some attempt has been made to respond to the prompt, the student’s ideas are presented with little clarity, organization, or support from the passage. Essays scored a 1 contain little coherent discussion of the passage. Essay does not adequately address the assigned task.
It may be very short or repeatedly misinterpret the paper St. Louis School, passage. May be poorly written enough that it is hard to understand. These essays may be unfocused, unclear, or disorganized. These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is how to essay Istituto Paris made to respond to the prompt.
These essays are entirely blank. You didn’t write anything! What the College Board Says. Review Paper St. Louis School. These essays offer a well-focused and persuasive analysis of the assigned theme and how it relates to peer scientific journals Mount Hermon, the work as a whole. Using apt and specific textual support, these essays address all parts of the review paper School, prompt.
Although these essays may not be error-free, they make a strong case for their interpretation and discuss the literary work with significant insight and understanding. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored 8. Your essay convincingly addresses the task in a way that is clear and focused. You reference many specific moments in the text in support of your argument. You build a strong case—with lots of evidence—in support of your interpretation of the text. Your argument shows a deep understanding of the text. A 9 essay has more complex analysis and is better-written than an books on critical thinking L’Institut des Arts Appliques, 8. These essays offer a reasonable analysis of the work of the paper St. Louis School, assigned theme and how it relates to the work as a whole. These essays address all parts of the write topic School, prompt. Peer. While these essays show insight and understanding, their analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of the 9–8 essays.
Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. Your essay addresses the task adequately. Topic. Your interpretation of the text is apt and shows that you generally understood it, although your analysis may be more conventional or include less specific textual evidence than a 9-8 essay. These essays respond to the assigned task with a plausible reading, but they tend to School, be superficial or thinly developed in a dbq Marangoni Paris, analysis. They often rely upon peer paper St. Louis plot summary that contains some analysis, implicit or explicit. Although these essays display an essay College, attempt to paper School, address the prompt, they may demonstrate a rather simplistic understanding and support from the text may be too general. While these essays demonstrate adequate control of language, they may be marred by surface errors.
These essays are not as well conceived, organized, or developed as 7–6 essays. Your essay addresses the prompt, but your argument may be very basic and/or rely too much on plot summary instead of true analysis of the text. How To Write The University. Your essay may reveal that you do not thoroughly understand the text. Your essay may have some grammar/linguistic errors. Your essay is not especially well-organized or focused.
These lower-half essays fail to adequately address the review paper St. Louis, assigned task. The analysis may be partial, unsupported, or irrelevant, and books Superieur Appliques the essays may reflect an paper St. Louis School, incomplete or oversimplified understanding of how a given theme functions in the text, or they may rely on plot summary alone. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors; they may lack control over the elements of how to college-level composition. Essays scored a 3 may contain significant misreading and/or demonstrate inept writing. Review Paper. Your essay does not address the prompt. Your analysis shows that you either do not understand how to address the prompt, cannot build support for your interpretation, or do not understand the peer reviewed scientific journals, text. Your essay may be poorly organized, poorly written and/or repetitive. A 3 essay significantly misinterprets the peer paper St. Louis School, chosen work and/or is very poorly written. Who Reviews Articles For Peer University (Navitas). Although these essays make some attempt to respond to the prompt, they compound the weaknesses of the papers in review paper St. Louis, the 4–3 score range. Often, they are unacceptably brief or incoherent in presenting their ideas.
They may be poorly written on several counts and contain distracting errors in grammar and mechanics. Remarks may be presented with little clarity, organization, or supporting evidence. Essays scored a 1 contain little coherent discussion of the thinking L’Institut Superieur Appliques (LISAA), text. Your essay does not address the prompt. It may be too short or make little sense. These essays may be unfocused, poorly organized, completely unsupported, and/or riddled with grammatical errors. These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to peer review paper School, the task. No real attempt is made to respond to the prompt. These essays are entirely blank.
You didn’t write anything! As you can see, the rubric for the poetry essay is focused more on poetic devices, and the rubric for the prose essay is focused more on literary devices and techniques. Both of those essays are very specifically focused on the analysis of the poem/prose excerpt. By contrast, the student choice essay is how to write editorial The University focused on how your analysis fits into the work as a whole. To get a high-scoring essay in the 9-8 range, you need to peer review paper St. Louis, not only come up with an original and intriguing argument that you thoroughly support with textual evidence, your essay needs to be focused, organized, clear, and well-written. And all in journals Curtin (Navitas), 40 minutes per essay! If getting a high score sounds like a tall order, that’s because it is. The mean scores on peer paper St. Louis, each of the essays last year was around a 4 out of 9. That means, most essays were scored lower than a 5. So even getting a 7 on these essays is an accomplishment. If you write it down, it must be true! Skill-Building for Success on the AP Literature Exam.
There are several things you can do to hone your skills and how to a dbq Istituto Marangoni Paris best prepare for review St. Louis the AP Lit exam. Read Some Books, Maybe More Than Once. One of the most important things you can do to prepare yourself for the AP Literature and how to a dbq Marangoni Composition exam is to paper St. Louis School, read a lot, and books on critical thinking Superieur des Arts Appliques read well. You’ll be reading a wide variety of peer St. Louis School notable literary works in your AP English Literature course, but additional reading will help you further develop your analytical reading skills. You might check out the College Board’s list of “notable authors” on pages 10-11 of the how to a dbq Istituto Paris, “Course and Exam Description.” In addition to reading broadly, you’ll want to become especially familiar with the details of 4-5 books with different themes so that you’ll be sure to be prepared to peer review paper School, write a strong student choice essay. You should know the plot, themes, characters, and structural details of how to a dbq Istituto Marangoni these 4-5 books inside and out.
See my AP English Literature Reading List for School more guidance. Write Topic Madeira. One thing students may not do very much on their own time, but that will help a lot with exam prep, is to review St. Louis School, read poetry. Try to read poems from who reviews for peer Curtin (Navitas), a lot of eras and peer review St. Louis authors to get familiar with the language. When you think you have a grip on reviewed scientific Hermon, basic comprehension, move on to close-reading (see below). Hone Your Close Reading and Analysis Skills. Your AP class will likely focus heavily on close reading and analysis of prose and poetry, but extra practice won’t hurt you. Close-reading is the ability to peer St. Louis, identify which techniques the topic Madeira, author is using and why they are using them. You’ll need to peer review paper School, be able to who reviews for peer reviewed journals (Navitas), do this both to gather evidence for original arguments on the free-response questions and to answer analytical multiple-choice questions. Here are some helpful close-reading resources for prose: The University of Wisconsin-Madison’s writing center has a guide to close-reading. You can also check out this close-reading guide from the Harvard College Writing Center. The Purdue OWL has an article on review, steering clear of close-reading “pitfalls.” And here are some for poetry: The University of Wisconsin-Madison also has a poetry-reading guide.
There’s also an excellent guide to reading poetry at Poets.org, complete with two poetry close-readings. Books On Critical Thinking L’Institut Superieur. Learn Literary and Poetic Devices. You’ll want to be familiar with literary terms so that any questions that ask about them will make sense to you. Again, you’ll probably learn most of these in class, but it doesn’t hurt to brush up on them. Here are some comprehensive lists of literary terms with definitions: The majority of your grade on the AP English Lit exam comes from essays, so it’s critical that you practice your timed essay-writing skills. You of review St. Louis School course should use the College Board’s released free-response questions to write, practice writing complete timed essays of each type, but you can also practice quickly outlining thorough essays that are well-supported with textual evidence. Taking practice tests is a great way to prepare for the exam. It will help you get familiar with the exam format and review School experience.
You can get sample questions from the Course and Exam Description, there are released College Board exams here, and we have a complete article on AP English Lit practice test resources. Be aware that the released exams don’t have complete slates of free-response questions, so you may need to supplement with released free-response questions (see link in above section). Since there are two complete released exams, you can take one towards the beginning of your prep time to get familiar with the exam and set a benchmark, and one towards the end to make sure the reviewed scientific journals, experience is fresh in your mind and to check your progress. Don't wander like a lonely cloud through your AP lit prep. Here are my top 6 tips for taking the review St. Louis School, exam: On the multiple-choice section, it’s to your advantage to Superieur Appliques (LISAA), answer every question.
If you eliminate all of the answers you know are wrong before guessing, you’ll up your chances of peer paper St. Louis School guessing the correct one. Don’t rely on books on critical Appliques (LISAA), your memory of the passage when answering multiple-choice questions (or for writing essays, for that matter). Look back at peer review St. Louis School, the passage! Interact with the text —circle, mark, underline, make notes, whatever floats your boat. Write Essay Topic. This will help you retain information and actively engage with the passage. This was mentioned above, but it’s critical that you know 4-5 books well for the student choice essay. You’ll want to know all the characters, the plot, the themes, and peer review St. Louis School any major devices or motifs the author uses throughout.
Be sure to plan out your essays! Organization and focus are critical for high-scoring AP Literature essays. Manage your time on essays closely. One strategy is to start with the essay on education College, essay you think will be the easiest to answer. This way you’ll be able to peer review School, get through it while thinking about the other essays. And don't forget to eat breakfast! Apron optional. The AP Literature exam is scientific journals Mount a three-hour exam: It includes one 55-question, hour-long multiple-choice section based on four-five prose and poetry passages, and a two hour free-response section with three essays—one analyzing a poetry passage, one analyzing a prose passage, and one analyzing a work chosen by the student. The multiple-choice section is worth 45% of your total score and the free-response section is worth 55%. Essays are scored on a rubric from 0-9. Peer Paper School. Raw scores are converted to a score from 1-5.
Here are some things you can do to prepare for the exam: Read books, and be particularly familiar with 4-5 works for the student choice essays Read poetry Work on your close-reading and analysis skills Learn literary devices Practice writing essays Take practice tests! On test day, be sure to really look closely at College, all of the passages and closely interact with them by marking the text in a way that makes sense to you. This will help on multiple-choice questions and the free-response essays. Peer Paper School. Be sure also to outline your essays before you write them! With all this mind, you’re well on books thinking L’Institut des Arts Appliques, your way to AP Lit success! If you're taking other AP exams this year, you may be interested in our other AP resources: from the Ultimate Guide to peer review paper St. Louis, the US History Exam, to the Best 2016 Review Guide for AP Chemistry, to the Best AP Psychology Study Guide, we have articles on tons of peer journals Mount AP courses and peer review St. Louis School exams. How To Editorial Articles The University. We also have comprehensive lists of practice tests for AP Psychology, AP Biology, AP Chemistry, and AP US History. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Have friends who also need help with test prep?
Share this article! Ellen has extensive education mentorship experience and is deeply committed to peer, helping students succeed in all areas of life. She received a BA from Harvard in Folklore and Mythology and how to editorial articles The University is currently pursuing graduate studies at peer review paper St. Louis, Columbia University. You should definitely follow us on social media. You'll get updates on books on critical L’Institut des Arts Appliques, our latest articles right on your feed. Follow us on all 3 of our social networks: Have any questions about this article or other topics? Ask below and we'll reply! Series: How to Get 800 on Each SAT Section: Series: How to peer review, Get to 600 on Each SAT Section: Series: How to Get 36 on Each ACT Section: Our hand-selected experts help you in a variety of other topics! Looking for Graduate School Test Prep?
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love poem essay © 2017 Steve Campsall. improve your poetry grades! Download Free English biz Guides. If you find poetry difficult then you're not alone. For many people, it's the most difficult aspect of the English course. But. fear not as help and review paper St. Louis, a higher grade are within reach. Read on! Find time to give the English biz guide to essay writing a look over as it's been written to work alongside this one - click here to who reviews for peer journals University (Navitas) read this later . If you need help with a specific poet or poem, click here or on a link below.
If you're truly stuck you can also email the teacher at English biz - you'll find a link on the first page of the site, here . What really must be covered in your coursework and exam answers? At the core of peer paper, any and every answer or essay about poetry must be your own interpretation of the essay topic School, poem or poems you are writing about. Peer Review Paper School! It is this alone that attracts the Superieur des Arts, majority of peer St. Louis School, marks. Peer Reviewed Journals Mount Hermon! In a nutshell, the more subtly you interpret a poem - and give support for your interpretation - the higher your marks, and grade, will be. Poems are rarely to be taken at face value. It is never the literal meanings that will gain you any marks - it is exposing and discussing the paper St. Louis School, poem's 'deeper meanings' that bring in the marks every time. When you interpret a poem, you seek to explain what you believe these 'hidden meanings' are, show how they have been created and discuss why this was done. Remember: the meanings you seek exist 'between the lines'. It is the poet's use of literary language that creates these layers of write School, meaning . Poems, more than any other literary form, are dense with meanings created by this type of language. This is because poets have so little space in which to condense as much meaning as possible. This is what makes understanding a poem sometimes very difficult - and yet also, often, fascinating.
Let's get one thing clear: interpretation never deals in facts . An interpretation is always an opinion - an insight into what the poem might mean. This is why examiners are never happy with students who do no more than trot out the peer paper School, opinions of others, those of their teacher or what they've found in a study guide, for example (examiners do read study guides, btw!). Examiners will always give the books thinking des Arts Appliques, most marks to a student's original ideas - so long as they are valid and are supported by close and careful reference to paper School the poem itself. Whilst it is your own ideas that are needed, it is invariably easier to uncover the layers of meaning in a poem by discussing it with others . Somehow an interaction of minds brings about clearer meaning and a moment when the penny drops. This does not mean you should copy others' ideas but do use such a discussion to develop your own interpretations. You might be one of the many who feel discussing poetry is peer scientific Mount Hermon, not cool. Well, keep in peer St. Louis, mind that it's your grades that are at stake . The exam is peer journals Northfield, not a practice and you need to peer St. Louis get the how to editorial The University, highest grade you can. So, what to do?
For once, ignore being 'uncool' and get boosting those exam grades. Many students lose marks by going off at a tangent and misreading their poem. How can you avoid this and know that your interpretation is on the right lines? Here's a very worthwhile tip. How does all this work in practice? Below is an example to peer review help show you. Who Reviews Articles For Peer Reviewed Journals Curtin! It is peer paper St. Louis School, based on a just a couple of lines from the opening of the poem 'Half Caste' by John Agard, a very witty poem that many of you will know. Don't be put off if you don't know it, you'll be able to apply exactly the same ideas to any poem you are studying.
You will see from scientific journals Northfield Mount this just how much can be 'squeezed' from peer St. Louis School only two lines of a poem. This is a key thing for reviewed journals Northfield Mount, you to appreciate. 'Excuse me standing on one leg I’m half-caste. Explain yuself wha yu mean when yu say half-caste. ' Agard opens his poem by creating an obvious contrast between the peer review, standard English of the opening line of the poem and the Caribbean dialect of the second. This creates a clear contrast which works to alert the reader to the fact that while both kinds of English create perfectly obvious meaning, only one kind is considered to be prestigious and 'proper' within educated circles. Ironically, it is the dialect line that creates the more expressive meaning.
In this way, Agard manages to open his poem and introduce a key theme. He wants the reviewed scientific journals Mount, reader both to consider and reflect upon what is thought of as acceptable and what is looked down upon in British society. He shows us that 'half-caste' language is actually very good language and language that is capable of peer paper St. Louis School, communicating its message well. Poetry has, as has been said above, been called the art of 'saying the unsayable'. Write Articles Of Glasgow! Undoubtedly some poems can seem to review paper St. Louis create meanings and articles reviewed journals Curtin, emotions that seem well beyond the words on the page. Language can be a very mysterious and wonderful thing! Hopefully, you will come to enjoy at least some of the poems you study at school but, to be realistic, some poems will, initially at least, appear worryingly difficult. Peer Review Paper St. Louis! One of the difficulties with a poem is connected with its form - generally speaking, poems are short and this means that poets look for ways to squeeze the maximum meaning and feeling into them. Poems are often dense with meaning and unlocking these multi-layered meanings requires patience and skill.
But it can be very satisfying - a poem can be like a riddle, fun to crack! This english biz guide will help you 'unpick' a poem and peer scientific Mount Hermon, enable you to work out just what the poet is trying to say, how the poem is 'working' and why this is being done - the School, poet's purpose . Oh, and finally, you'll find out how to write a dbq Marangoni, what gains most marks - as well as how you can get them! Click here to read a poem that many people feel has magical qualities; and here is another! Of course, individuals react differently to such poems but many students seem to enjoy these two poems. Appreciating the subtleties of a complex poem in classroom conditions is far from ideal. This means that it will be necessary to find a quiet place and time at home with mobile phone, MP3 player and TV all switched off when you can re-read your poems. Even better, find a friend to read and St. Louis, discuss the essay College, poem with - two heads are far better than one when it comes to understanding a complex poem. An odd but useful thing about a poem is that if you leave a day between reading it, some of the poem's extra layers of meaning seem to St. Louis School become more apparent when you read the poem again. Essay! It's as if the brain has subconsciously 'worked' on the poem in between readings.
Reading for Meaning. Quite a useful thing to do when you first begin your work on analysing a poem is to. forget it's a poem! Odd as this sounds, your first task is peer review School, not to dig for hidden meanings but to be sure you've understood the poem's 'story' - that is, what it is write articles of Glasgow, generally all about. This can be called the poem's ' big picture '. It's true that in your essay that this will be one of things to which you will be devoting precious little space BUT you simply cannot proceed without it. So, when you first read any poem, first of all, read it for meaning . These questions will get you on peer School, your way: Make a note of who is doing the speaking in the poem - what kind of person and in what kind of articles for peer reviewed journals University, state or mood? By the peer review paper School, way, never assume it's the poet: instead, think of it as an imagined poetic persona . Poets often like to explore all kinds of aspects of life in their work and this can mean that they try to write from different viewpoints, for essay topic, example an older male poet can write as a young boy, or even girl! Now work out who is being spoken to St. Louis or addressed? (Yes - it could be you, the poem's reader, or it might be an how to articles, imaginary person. Often, you a poem can seem to be spoken thoughts such as in a monologue , or it could be one half of an imaginary conversation. Think about just what is peer review paper School, being spoken about? (What is the subject matter being discussed?). Now - and this is crucial to books on critical thinking L’Institut Superieur des Arts (LISAA) a good understanding - work out exactly what tone of voice or manner of the speaking voice? (Is the speaker sounding worried, reflective, nostalgic, mournful, happy, concerned, angry, for example?).
Importantly, does the tone of voice change during the poem? Make a note of where this occurs. Finally, where do the events of the poem happen and what is the paper St. Louis School, situation surrounding them ? When you read your poem, simply read it as a group of sentences, forgetting the fact that these sentences have been split into lines . At the end of each sentence (i.e. stop reading at each full stop or, maybe, at each semicolon - ; ), work out what the meaning is articles journals, so far. Review Paper! Spend time thinking about this and perhaps note the idea down on the poem itself at the side of that part of the poem (this is called annotating the articles University, text). This is often the easiest and review, surest way to find out what the poet is trying to say. You can consider the who reviews journals Curtin (Navitas), effects of other poetic devices the poet has used, such as the St. Louis, way the essay writing on education, lines cut up the sentences, the use of rhythm and rhyme , alliteration and so on later. Of course, this doesn't always work - some poems are, let's face it, especially difficult to understand! They might even lack any punctuation so have no apparent sentences. If you find this to paper St. Louis be the case, try searching for School, a study guide to your poem by clicking here or here - or, of peer paper School, course, ask your teacher or a friend for help. If you are still struggling to get to grips with your poem, read it a few more times and, this is the important bit! - leave time between readings (of course, in an exam, this is not possible). A useful tip : Most people race through poems using a dull voice.
Try reading your poems quite S-L-O-W-L-Y . Even better (in fact, far better!) is to read the poem aloud ? Oh yes, you really should! Find a quiet place, or read with a friend. On Critical L’Institut Superieur! Put embarrassment to one side for the sake of a higher grade! Reading aloud is a very effective way of getting 'beneath' the poem's surface and finding its more subtle meanings. But what you have to do is avoid a mouse-like monotone and review St. Louis School, instead try to achieve the voice the writer of the poem intended (and this won't be mouse like!!). Click here to on education Fanshawe listen to a clip of the GCSE poet John Agard reading a part of his poem, 'Half Caste'. You'll see from this just how much more a dramatic reading of some poems can reveal. Always avoid reading the poem in an overly stylised way , i.e. in a non-conversational voice!
Modern poems, especially, are often best read in a normal speaking voice - but it will be a voice with a distinct quality . Do always try to capture this distinctiveness. Shakespeare had a strong Stratford accent apparently - why, then, do we pretend he didn't when we read his plays? The poem's images will, for sure, be there and the poet has created them to St. Louis guide you towards a fuller understanding of the poem's content and messages . Try hard not to be overly ingenious as this leads you finding meanings that are not there . This is a classic problem with even the brightest students when reading poems. Meanings are never 'hidden' - they are always 'there' - maybe 'under the surface', but always 'there'. How To A Dbq Essay Marangoni! And they are always consistent with the whole poem. A poem's deeper meaning might not always be easy to get hold of, but it will be there to find - and - very helpfully and review School, importantly - it will be coherent . Coherence is an important quality of all literature, poems included.
It means that the meanings in the poem will all be developed and reinforced logically as the poem progresses . The first line always contributes to how to write Marangoni the overall meaning, as do all other lines. If you do think you've found a meaning in a poem and it does not contribute in some obvious way to the overall meaning of the whole poem , you are almost certainly off track and misreading the poem: a classic way to lose marks! Click here to listen to John Agard reading a part of his poem, Half-Caste . Notice the peer review School, slow and emphatic nature of who reviews articles for peer, his voice. If you take a leaf from his book and read your poems slowly and dramatically you will obtain far more meaning from your poems - and gain higher grades ! Writing your essay. Writing an essay about a poem needs the same skills that apply to peer review School all essay writing. The english biz essay writing guide is full of write editorial, ideas that will help gain you a higher grade - be sure to peer St. Louis School read this - click here . As with all essays, you cannot hope to do well unless you know your text well . Only then will you be able to College develop a sufficiently strong viewpoint from peer review paper St. Louis School which to create the necessary argument that forms the basis of the best essays. The best essays are written as if they were an argument - again, the Englishbiz guide has much more on this. What is your teacher or examiner actually looking for in your essays? You need to show that you have understood not just the poem's 'surface' meaning - try to a dbq essay Istituto Marangoni Paris show knowledge of its layers of meaning and its more subtle messages . You need to show you have understood how the poet has used language and review, poetic devices to help create and 'shape' create subtle underlying messages . You need to how to write articles The University of Glasgow show you have recognised how meaning is developed across the whole poem - as each idea is explored and builds up into a coherent whole. How to do this to gain high marks. Read the peer review, essay question or title very carefully . You just wouldn't believe how many students answer a different answer to on education Fanshawe the one asked.
Yes - they do, every year! If you are revising for an exam, ask your teacher to show you some past exam questions . There is no better way to familiarise yourself with what is required in paper School, the exam and your teacher will be happy to mark any questions you try. Some exam boards now post downloadable past exam papers on their web sites . Highlight the key words of the essay question and be sure you address each of these in your answer - marks will be lost if you don't! In an peer Northfield, exam question, there will usually be bullet points to guide your response - you MUST cover the points these mention as the exam marker gives marks based on these . If it is not clear in the essay question, decide which poem(s) will help you answer it. Work out exactly what is required of you. Discussing the poet's life and times, i.e. their context , rarely gains marks. Review Paper St. Louis School! It is often better to how to write Paris get on with your analysis of the poem(s) straight away. Be aware of any significant changes in emphasis and the tone of voice as the story, ideas or images of the poem unfolds.
Work out how and peer St. Louis School, why these tones and changes in tone have been made to occur through particular choices of language or form . This is important as it will allow you to comment on the structure of the poem and this gains many marks. Be especially alert to the use of an ironic tone of write a dbq, voice. Irony is an important and frequent poetic device used by poets. Irony is an peer review paper, effective means of engaging the reader. Irony subtly shapes meaning and develops layers of how to Istituto Marangoni Paris, meaning within the peer St. Louis School, poem. As well as irony , poets frequently rely on the use of write essay topic School, what is called ' figurative' language . It's very important to notice where figurative language is peer paper St. Louis, used, the essay writing on education Fanshawe College, effect it creates and the purpose intended. Figurative language creates 'figures' or images in peer review, the mind's eye. It is the use of description , metaphor , simile or personification . This common poetic device helps the poet to scientific journals Mount Hermon create and shape meaning.
It also works to develop an emotional response in peer review St. Louis School, you, the reader. Figurative language works so well because it creates images in the mind - and as the old saying goes, 'a picture is worth a thousand words. '. Look at editorial The University of Glasgow these opening lines and paper St. Louis, see how the images are created and begin to work: I’ve known rivers: I’ve known rivers ancient as the world and older than the. flow of human blood in reviewed scientific Northfield Mount Hermon, human veins.
My soul has grown deep like the paper St. Louis School, rivers. from 'The Negro Sings of Rivers' by essay writing Fanshawe College Langston Hughes. Read your poem through a sufficient number of review paper, times for thinking des Arts Appliques (LISAA), you to feel sure you have grasped its big picture . Finally, with the paper St. Louis School, essay question firmly in write articles of Glasgow, mind , work out your response to it. This is peer paper, your own point of view on which you will base your essay. An important way you can unlock subtle meanings in any text, but especially in a poem, is to look for the effects of write The University, binary oppositions . Click on the hyperlink if this idea intrigues you. It is a guaranteed 'mark grabber' as it allows a very subtle response indeed to a poem (or any text). If you can discuss a text at the level of its binary oppositions , you will have at your disposal a sophisticated way of analysing the subtle levels of meaning created in poetry - but this method is sophisticated and requires very careful thought. FOR A FULL GUIDE TO THIS FASCINATING ANALYTICAL TECHNIQUE - CLICK HERE. Some more ways to unlock the meaning of a poem. There is a key aspect to review paper every poem you need to consider - the one aspect that separates all poems from any other kind of writing: its form . You need to work out why the poet wrote it in lines!
Writing in lines means the poem is composed in verse . Notice where the thinking L’Institut Superieur des Arts Appliques, poet sliced up each sentence into shorter lines (and sometimes even across the stanzas of the poem). Does it allow a special degree of emphasis to be placed on parts of the sentence that might have been lost if it was not 'sliced' up into review St. Louis School, lines - i.e. if it had been written as a piece of how to editorial The University, continuous prose ? See if you can work out how the poet's use form helps to emphasise certain words or ideas as these often act subtly to review School shape meaning . Remember that only poetry allows this 'playfulness' with form . Poets truly enjoy playing with the write essay Istituto Marangoni, form of poetry - after all, that's why they like writing poetry! As well as choosing where to end a line or a verse (i.e. properly called a stanza ), or whether to use rhythm or rhyme , there are many other ways in which a poet can play around with the paper School, form of language to add to books on critical thinking Superieur (LISAA) the meaning: Some lines might seem to end quite abruptly - even without using a full stop. This can be used to create subtle effects. For example, an end-stopped line can lead to a useful pause occurring before you read on review paper St. Louis, thus creating emphasis (see the technical term caesura below). Some lines might 'run on' into the next line or even the next stanza. Poets also sometimes create the effect of an extended pause between words, phrases or lines - again with or without using punctuation to achieve this effect. This enforced mini-pause is how to write articles, called a caesura . This is a subtle effect that leads to an emphasis or a pause for thought being created. Some I mportant 'Poetic Devices'
Alliteration is the repeating of initial sounds as in William Blake's poem The Tyger: ' T yger! T yger! B urning b right!'. This often creates emphasis and, like the use of rhythm and rhyme , makes words memorable. It can also help to create a different tone - depending on which consonants are alliterated. Alliteration using consonants such as 's' or 'f' will create a softer tone of voice. Alliteration created using harsher consonants such as 'b' or 'd' can create a harsh even angry tone. Always try to work out the peer review St. Louis School, tone of voice within your poem and note how and where this changes . A ssonance is the term used for write editorial, the repetition of vowel sounds within consecutive words as in, 'rags of gr ee n w ee d hung down. Paper St. Louis School! '. Vowel sounds are always softer sounding and can add to the quality of the tone of voice within the poem, perhaps creating a sense of softness of mood or romance . A combination of soft consonants and long vowels can create a particularly gentle tone.
Rhyme is when the final sounds of words are the same and are repeated either within a line (this is called internal rhyme , as in 'I bring fresh showers for the thirsting flowers ') or at the end of two lines (this is called end rhyme ). Work our the who reviews journals Curtin, effect rhyme creates. Does it make the poem more memorable? Does it add to the 'feel', the meaning or the tone in a useful way? Does it create a happy sense that 'all is peer St. Louis, well with the world'?
Often 'sound effects' created by using the form of words help to suggest a particular tone of voice . For example, repeated hard consonants called 'plosive consonants' (b, p, c, k, d, etc.) can suggest harshness or anger, whereas soft consonants (sh, ch, s, f, m, etc.) or 'long' internal vowels (e.g. the s oo n the sh ow ers of au tumn') can suggest a calm or romantic quality. Rhyme can also suggest or add a sense of on critical thinking des Arts Appliques, control or harmony as if 'all is well with the world', whereas half-rhyme (e.g. moan/mourn, years/yours) can suggest a wish for harmony or the peer paper, presence of discord . Repetition of topic, important words and phrases can help shape meaning because it adds emphasis . Are the stanzas (i.e. what many students wrongly call 'verses') regular in review paper, line length, size and shape with a repeating, regular rhythm? This is typical of how to a dbq Istituto Marangoni, older more traditional British poetry and hints at that sense of review paper St. Louis, 'control' and 'harmony' that seemed to exist in editorial The University of Glasgow, earlier days before the great loss of religious faith or questioning of values of peer review paper St. Louis, today. Poems with irregular line lengths and thinking L’Institut Superieur des Arts Appliques (LISAA), no obvious rhythm or rhyme look and sound very different from traditional poetry. These poems are called free verse or, technically, 'vers libre' and peer review St. Louis School, can be a way of suggesting lack of control or lack of harmony . Look at the way the structure or sequence of how to write articles The University, ideas builds up in the poem (perhaps through a sequence of images ); make a note of the effect of this sequencing of ideas or images and paper, how it adds to the overall effect and meaning of the poem. Finally, notice if any particular words and peer Northfield, phrases stand out in a particularly poetic way. These words and phrases deserve extra thought as they probably contain layers of meaning or create imagery and ideas. Maybe the words are ironic or metaphorical?
Perhaps they create a vivid image , for peer School, example. These effects act to draw you deeper into the world of the poem by engaging your attention - a sure sign that the poem is write a dbq essay Marangoni Paris, 'working' on you! In your mind, 'become' the peer review paper School, poet and ask yourself these revealing questions: 1. What is 'your' poem about how to editorial articles The University, generally (e.g. 'war') and in particular (e.g. 'the horror of fighting in trench warfare'). For example, were you trying to help your reader to understand some aspect of society or human life more clearly? What was your intention or purpose? 3. What motivated you to peer review School write about such a subject?
Were you affected by your circumstances : the beliefs, values and how to write The University of Glasgow, attitudes you hold to compared to School the general beliefs, attitudes and values of your society or its leaders (i.e. your society's dominant ideologies )? 4. Were there any literary traditions or fashions that affected the style in essay on education College, which you wrote? Why was this? You will frequently be asked to write about more than one poem and this does add an extra layer of difficulty. Peer Paper St. Louis School! However, if you are writing an argument essay , the difficulty is lessened dramatically because you are using the poems to support your own argument rather than writing directly about the poems themselves. Aspects of each poem will, therefore, naturally find their way into your essay as you write in support of the various points you are making to support your argument. It is, therefore, always best to compare and contrast the ideas each poet explores as you proceed - and this is best done as providing support for your own argument. Essay! In each paragraph you write, you should aim to discuss a comparable or contrasting aspect chosen from peer review each poem (and, as before, you must use the 'point-quotation-comment' method) that helps develop a point that supports your overall argument as stated in reviewed scientific Northfield, your opening paragraph. If you find this difficult (and it can be - especially under examination conditions), the paper St. Louis, alternative is to write an 'exploring essay'.
In this kind of essay, you analyse and write about your first poem fully before moving on peer reviewed scientific journals Mount Hermon, to your second poem, then, as you write about the review paper, second poem, you must take the chance frequently to write refer back to the first poem when you find a suitable point of peer paper, comparison or contrast. N ever forget to compare and thinking, contrast! This is a part of the mark scheme in this type of question. FIVE TOP TIPS FOR SUCCESS. 1. Know your poems well. 2. Paper! Analyse closely analysis and develop subtle insights.
Only a close analysis of the poem will allow you to develop subtle insights into write Madeira School, the poet's reasons and peer review paper St. Louis, methods. It is the consistency, clarity, depth and books Superieur, subtlety of review paper St. Louis, your analysis and who reviews articles reviewed Curtin (Navitas), insights that will gain the highest marks. 3. Use the P.E.E. Review Paper School! method of essay, analysis. 4. St. Louis! Never look for and find what isn't there ! Poems can be difficult so when you are thinking about the deeper levels of a poem's meaning, it is all too easy to Istituto be overly ingenious . Do not find meanings that are not really there. If a particular meaning exists within a part of a poem, it will be consistent with (i.e. help out the peer, meaning of. How To Editorial Articles! ) the whole poem - it will never just apply to a single line or phrase. If you think a line of poetry means something, make sure this fits in with what you think the poet is trying to say in the whole poem. A more obvious meaning is far more likely than a very obscure meaning. Always make sure that the words of peer School, your poem clearly support whatever points you want to books (LISAA) make about it.
Never be afraid to review St. Louis use a lively style when you write; in fact, whilst remembering always to avoid slang and to books thinking L’Institut Superieur des Arts (LISAA) use standard English , try hard to peer paper St. Louis make your essay sound as individual and interesting as you are! Avoid stuffiness and write essay Istituto Paris, over-formality like the plague.
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Through our people, leadership development, services, technology and scale, GE delivers better outcomes for global customers by speaking the language of industry. GE offers a great work environment, professional development, challenging careers, and competitive compensation. GE is an write a dbq Marangoni Paris, Equal Opportunity Employer at http://www.ge.com/sites/default/files/15-000845%20EEO%20combined.pdf . Peer Review? Employment decisions are made without regard to race, color, religion, national or ethnic origin, sex, sexual orientation, gender identity or expression, age, disability, protected veteran status or other characteristics protected by write essay, law. **Role Summary:** The Associate Rotational Program is designed to build energy deal leaders with deep structured finance expertise, industry knowledge and peer St. Louis commercial understanding. Books Thinking L’Institut Superieur Des Arts Appliques? The program consists of rotations in underwriting and portfolio management roles across the energy spectrum through debt and equity investments in areas such as oil gas, renewables, and review paper School power generation. **Essential Responsibilities:** • Analyze and develop financial models and projections with a focus on books thinking L’Institut Superieur des Arts (LISAA), returns analysis, identifying risk factors, and creating a cohesive business case • Structure transactions based on market conditions, tax considerations and risk analysis • Perform valuation analysis for projects and companies • Assist in peer paper St. Louis preparing credit requests and other supporting documentation for internal approval processes and editorial articles The University of Glasgow internal reports • Prepare and present internal reports for senior level review • Oversee all ongoing servicing activities and serve as primary point of contact for review School commercial financing transactions • Manage projects with strict attention to compliance with deal terms and establish, implement and how to Istituto Marangoni monitor reporting metrics for operations • Continuous technical and industry training throughout the Associate Program • Develop and execute process improvement projects **Qualifications/Requirements:** Basic Qualifications: • Graduate level degree in Business, Finance, or Accounting completed in Spring 2018 • At least three years of relevant work experience, preferably in energy, transactional finance or other related area • Experience in financial statement analysis, financial modeling, and valuation skills; experience preparing financial information, interpreting financial performance, and assessing risk exposure •Experience working with/proficient use of Microsoft Office Suite including Word, Excel, PowerPoint, and Outlook Eligibility Requirements: • Must submit employment application through www.ge.com/careers (external candidates) or COS (Internal candidates) to review paper be considered for this job opening. • Must be willing to comply with pre-employment screening, including but not limited to drug testing, reference verification, and write a dbq Istituto Marangoni background check. **Desired Characteristics:** • Strong proven quantitative, analytical and communication skills • Ability to be a team player and work well with diverse teams • MBA Degree • High degree of initiative, motivation, and attention to detail • Proven ability to peer review St. Louis persuasively build and articulate a business case • Demonstrated exceptional business acumen, especially within short timelines or high pressure situations • Strong leadership potential as demonstrated in writing on education College prior work experience • Passion about working on transactions in all sectors within the energy industry • Skilled communicator who is peer review able to exchange complex information; • Excellent written, oral, and interpersonal skills • Familiarity evaluating legal documentation; • Understanding of write topic School, various products and structures, including loans, leases, partnerships, and equity investments Eligibility Qualifications: • MUST be able to satisfy the requirements of peer review paper School, Section 19 of the Federal Deposit Insurance Act. • MUST submit application for employment through COS (internal candidates) or www.ge.com/careers (external candidates) to editorial articles be considered for this position. • MUST be willing to comply with pre-employment screening, including but not limited to, drug testing, reference verification and background check. • MUST be willing to work from office location in peer review School Stamford, CT. Of Glasgow? **Locations:** United States; Connecticut; Stamford GE offers a great work environment, professional development, challenging careers, and competitive compensation. GE is an Equal Opportunity Employer at http://www1.eeoc.gov/employers/upload/eeoc_self_print_poster.pdf . Employment decisions are made without regard to race, color, religion, national or ethnic origin, sex, sexual orientation, gender identity or expression, age, disability, protected veteran status or other characteristics protected by law.
GE will only employ those who are legally authorized to work in the United States for this opening. Any offer of employment is conditional upon the successful completion? of a background investigation and peer review St. Louis drug screen. General Electric Stamford CT. Business Analysts And Data Analysts Financial Services I. Resources Global Professionals (Rgp) Posted 1 days ago. VIEW JOBS 10/5/2017 12:00:00 AM 2018-01-03T00:00 We are looking for experienced Business Analysts and Data Analysts with strong Financial Services Industry background, including heavy interaction with functional business users, experience working on Regulatory Reporting related projects, and topic Madeira School strong knowledge of paper St. Louis, Financial products. Attributes of our global professionals include: a dedication to books on critical L’Institut client service, the ability to think in complex and ever changing situations, strong communication skills and the ability to solve problems, execute and transfer knowledge. **Professional Qualifications:** + 4 year Bachelor#39;s Degree at a minimum + Large Consulting Firm or Fortune 1000 Company background is a must + Minimum of 5 years of experience in Functional Finance, Accounting, Regulatory Reporting, Risk, Compliance, Product or Financial Control roles within the Financial Services industry is peer review paper St. Louis School strongly preferred + Strong experience and knowledge within one or more of the following areas: Financial Legal Entity Reporting (GAAP, IFRS); Regulatory Reporting (SEC, Dodd Frank, Basel, CCAR, Volker Rule, AML); Valuation, Market Credit Risk + Knowledge of Financial Products (Fixed Income, Equities, Derivatives), within the Broker-Dealer and/or Investment Banking industries + Strong hands-on Business Analysis and Data skills: strong knowledge of the journals Hermon, SDLC, facilitation and peer School gathering of user requirements development of on critical L’Institut Superieur des Arts (LISAA), business requirements and functional specifications documents, system and peer paper St. Louis School user acceptance testing (UAT), process mapping, process mapping, data extraction and peer reviewed scientific journals validation, data mapping, reporting development automation, building of review School, queries, experience working with data warehouses or databases + Systems expertise required at a minimum: Excel, Excel VBA, Microsoft Access, SQL, Visio, Microsoft Project, ETL and testing tools + Experience with BI tools, such as Business Objects, Crystal, Cognos, OutlookSoft, and/or Hyperion is a plus Resources Global Professionals (Rgp) Stamford CT. How To Essay Marangoni? Analyst (GE Energy Financial Services) 1. Resume Copy paste or upload your resume. 2. Cover Letter (Optional) 2. Cover Letter (Optional) Attached Cover Letter. 2. Review Paper St. Louis School? Cover Letter (Optional) Copy paste or upload your cover letter.
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