The Death Of Terminally Ill Patients - 1230 Words

There are many causes of death, and some of the individuals who lay on their deathbed suffering will often wish to hasten their passing. To be exact, it is about the terminally ill patients and the agony they are facing. Terminally ill patients go through massive amounts of medication, all sorts of therapy, and unimaginable pain. Because of this, the patient will often ask their physician to help them commit suicide. In 2014, Brittany Maynard, 29, was diagnosed with terminal brain cancer and is a known person that died by prescribed lethal drugs under the Death With Dignity Act that the state of Oregon passed in November of 1997. It is the only law in the United States that legalized physician-assisted suicide. With this law, terminally ill patients have been given a certain amount of time to live and decide to end their life are given prescribed medication by two doctors that cause the patient to accelerate their death. According to a Ethnics report by Medscape in 2014, about 21,000 doctors from the U.S. and Europe were asked to answer a series of questions in a survey, one of the questions being Should physician-assisted suicide be allowed? After tallying up the votes, about 54% of the doctors said yes to this question (Medscape). The issue of physician-assisted suicide (PAS) has been in the world of medicine for years, with both sides explaining their views. There are those who are concerned that physician-assisted suicide is unjustifiable and goes against theShow MoreRelatedThe Death Of Terminally Ill Patients985 Words   |  4 Pagesconstant reminder of their loss of control and impending death. There are several activities that terminally ill patients are unable to do to care for themselves. While caring for patients, the expense can grow astronomically. Man’s abilities to sustain life does not dictate God’s will to end life. Terminally ill patients should have the right to decide when it is time for their life to end. Deterioration of the quality of life for terminally ill patients is a heartbreaking burden suffered by the familyRead MoreThe Death Of A Terminally Ill Patient992 Words   |  4 Pagesdiseases has not been able to develop. Those patients in this condition has no other option than to wait for their death. Many patients in this condition seek self-suicide to stop the pain. It’s a delicate process not every state in the united State allow this procedure to happen. California is one of the state that support this initiative called â€Å"Assisted suicide†. It allows Physician to end the life of a terminally ill patient only if it’s requested by the patient. The rules for the consent of the aid-dyingRead MoreThe Death Of Terminally Ill Patients1823 Words   |  8 PagesMortality requires all of us to eventually face death, although when or in what way we do not know. Let’s say you are given two choices: to choose to die earlier but in a peaceful way, or to pro long your life for an unknown amount of time but endure a painful and slow death. For terminally ill patients, this unfortunately is not a hypothetical situation, but a reality of their life, except the majority of them are denied the first option. Some terminal diseases, such as Amyotrophic Lateral SclerosisRead MoreMoral Question of Hastening the Death of a Terminally Ill Patient1220 Words   |  5 PagesControversial views have always been made against those who suggest that terminally ill or incurably suffering people should be allowed to ask for and receive help to die if they so wish. The same set of arguments in opposition toward euthanasia is, that life is sacred and by legalizing physician assisted suicide would lead to abuses by the medical field. A fundamental question concerning hastening the death of a terminally ill patient are, evaluating if this act is a virtue of kindness prompted by a senseRead MoreThe Decision For Life Of Terminally Ill889 Words   |  4 PagesR ecently, there has been a tremendous increase in the number of terminally-ill patients suffering from the incurable diseases such as Cancer, AIDS and dreadful neurological disorders like MND, etc. Inventions in the medical and science field have found ways to prolong their death by medicines, sedatives and artificial respiration, etc. However, keeping them alive burdens economy, medical resources, finance and psychological state of the patient, his family and ultimately the society (Virik, Glare JonesRead MoreEssay On Physician Assisted Death1340 Words   |  6 Pagescurrently more than 1.3 million terminally ill patients in the United States waiting for the day that they will succumb to death.† Some are bed ridden, some are constantly consumed with systemic pain, some have no strength or desire to get out of bed and so they wait. They wait because they live in a state that says they do not have the right to die. Those who are healthy argue that it is immoral, ungodly and un ethical for a medical doctor to practice physician assisted death. Government should not prohibitRead MoreAssisted Suicide : Rights And Responsibilities1570 Words   |  7 Pagesdose of drugs in March, 1998. The Oregon Death with Dignity Act passed a referendum in November, 1997, and it has been the United States only law legalizing assisted suicide since then. According to the New England Journal of Medicine, more than 4,000 doctors have approved of the assisted suicide law (cited in The Anguish of Doctors,† 1996). The law allows terminally ill patients who have been given six months or less to live and wish to hasten their deaths to obtain medication prescribed by twoRead MorePhysician Assisted Suicide Should Be Legal1325 Words   |  6 PagesThe physical state of health of the patient, the patient’s personal life, and even the financial pressure of the patient are all factors to consider when contemplating whether or not to legalize this controversial cause of dea th. Physician-assisted suicide regarding medical ethics states that a physician cannot legally give any patient a lethal injection to end their life, but they can take the patient off of life support in order to increase the process of death. Physician-assisted suicide shouldRead MorePhysician Assisted Suicide Should Be Legal1461 Words   |  6 Pageswide concerns to people in the United States. PAS is being deliberated on whether a physician should be legally allowed to prescribe a lethal drug to its patient. Many views conflict each other on this topic, whether it is because of religion, morals, or ethics. As PAS can be a difficult subject to others, PAS is usually decided by the patient itself. When religion gets involved with the subject of PAS, many religious groups claim that no one should be able to take away God’s creation. God shouldRead MoreThe Justification Of Euthanasia Essay1678 Words   |  7 Pagestoo much power. In the unfortunate event that one is terminally ill and clinging to life in unbearable pain, should people have the rights to be euthanizing or rather the right to mercy or should one be forced to suffer until our final hour of life? Individuals should have the freedom to choose to not suffer and die with dignity. The justification of Euthanasia ends the life of a patient who was already terminally ill, it relieves the patient of their painful suffering, and gives them right to choose

Exclusionary Rule is a Long-standing Doctrine in American...

The exclusionary rule is one of the longest-standing doctrines in American criminal and constitutional law. It is a rule designed to limit police and the state’s prosecution in how they can collect and use evidence. In the simplest sense, the exclusionary rule states that evidence collected or analyzed by the state in violation of the constitution cannot then be used in a criminal court proceeding. It is, in essence, excluded from use in an attempt to secure a conviction. While this simple look at the exclusionary rule provides some basis for understanding its concepts, one must look further. As with any aspect of constitutional interpretation, the exclusionary rule has a number of exceptions, and its force has been blunted in many ways by the Supreme Court’s efforts. The exclusionary rule is ultimately an excellent way of providing disincentives to police and investigators, providing them with little reward for choosing to violate the fourth amendment in trying to secu re helpful evidence. While it is not a perfect measure, it is the sort of measure that provides a practical disincentive to police and state overreach. Weeks v. United States was the landmark case that established the judge-made law embodied in the exclusionary rule . In this case, federal authorities had searched a man’s home using a key that they had found by speaking with a neighbor. While there, they seized various documents, doing so without a warrant. Based upon those documents, they were able toShow MoreRelatedThe Warren Court And The Criminal Justice Revolution Of The 1960 S1605 Words   |  7 PagesWarren’s court and jurisprudence is best known for cases on expansion of federal habeas corpus, expansion on the law of criminal procedure, expansion on free expression and exercise of religion, and desegregation public schools. All three played a pivotal role in the Supreme Court and the judicial system. â€Å"The Warren Court’s decision to expand federal habeas corpus helped fuel the criminal justice revolution of the 1960’s† (Stephens Scheb II 2012,2008,2003). Habeas corpus is Latin for â€Å"you haveRead MoreIss 225 John Molloy Final Exam Study Guide Fall Semester 20128139 Words   |  33 Pagessystems. What is the meaning of the concept of jurisdiction? A court has the right to hear a particular type of case. What is the meaning of the doctrine of â€Å"presumption of validity?† Courts must assume that, unless the burden of the evidence is clearly to the contrary, legislatures would not enact or executives sign into law measures which violate the constitution. What is the meaning of the term â€Å"stare decisis?†? Legal term meaning let the decision stand. Establishes precedentsRead MoreUnited States V. Arizona14319 Words   |  58 PagesUnited States v. Arizona: The Support Our Law Enforcement and Neighborhoods Act is Preempted and Discriminatory Melissa Goolsarran Table of Contents I. Introduction 1 II. Perspective: Immigration, Discrimination, and Limitations on State Laws 3 III. Background: United States v. Arizona 9 A. S.B. 1070 and the Legislature’s Justification 10 B. The Decision: United States v. Arizona 18 IV. Analysis: S.B. 1070 is Preempted by Federal Immigration Law and Also Discriminatory 23 A. The NinthRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesModern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement

Evaluation of a Hypothetical Business-Free-Sample for Students

Question: Discuss about the Critical Evaluation of a Hypothetical Business Opportunity. Answer: Introduction This essay is purposed to identify a hypothetical business that if I had the necessary resources like time, drive and finds I would pursue as a business start-up. A hypothetical business refers to an imaginary business. This essay contains information about the business in terms of organizational structure, size, strategy, risks and different functions among other features. It also tackles the business environment, both internal and external as well as their effect on the business. Business risks and functions are also covered. In the identification of a business of a business opportunity, much has to be considered to ensure that what is arrived at suits the existing market policies and structure. If I had the above-mentioned resources, I would start a watermelon production plant. This is one of the businesses that would maneuver up well owing to the fact that many people in the world love consuming them. About the hypothetical business This is a business that would involve the primary production of watermelons both for the local and international market. I would purpose to establish the biggest farm that would cover not less than 500 acres of land. I would ensure that I establish the business in an expandable environment which would help me expand my business anytime the need arises.My business would be specialized in the provision of solely goods and not services. The industry of this business would be goods selling. I would also join the cooperative units of the other entrepreneurs who deal with the same commodities for oneness and working together. A research conducted on the growth of watermelons show that Turkey is one of the leading countries in the large-scale production (Edurkar, 2016). Therefore, I would suitably locate my firm in Turkey to serve the local market and the neighboring countries like Greece, Bulgaria, Georgia, Armenia, Iran, Iraq, and Syria. I would also purpose to expand it to serve the whole world in the long run. I would also establish a good management and organizational strategy to ensure that my business excels. The vision of my firm would be acquiring the top position in watermelon production and giving the best to my clients. The organizational structure of the business Business organizations usually have well defined organizational structures that influence their running. The way a business is organized really affects its performance. A well-organized structure provides the environment for establishment and growth. There are several business organizational structures. The matrix structure is one of them. This involves different functions within the same region specialized to perform their specific task (Garratt, 2016). Among other structures is functional, geographical, customer, product organizational structure, and many others depending on the type of the business. In my business, the best organizational structure would be the geographical structure. This is characterized by different geographical regions reporting to a central oversight person in the country or region of the establishment. Due to the fact that my business operates in more than one country, I would suitably have a central management in the production country and have the rest of the countries reporting to that center. Internal and external business environment and their impact on my business Internal business environment refers to those factors that affect the business from within itself. These include resources, owners, and business structure and business culture. Resources are very critical in any business. They include technological, physical, financial and human resources. Availability of these resources will keep my business growing and be running well. The absence of these resources will fail my business. Owners are the entrepreneurs (Worthington Britton, 2006). In this case, I will be the owner. I will have to make informed decisions to be able to see my plant doing well. Poor decisions will negatively affect my business. As the owner, I would also be required to provide the necessary resources o start and run the business smoothly. Business culture is also a crucial factor. It is an inborn character found in the entrepreneurs. An entrepreneur who is industrious and has a good business culture will have his business succeeded as opposed to those with poor cultures. The business structure also dictates the possibility of a business achieving its long-term goals (Clarke, Li, Xu, 2016). If a business has a good management structure then it is likely to do well. As the entrepreneur, I would ensure that my business has one of the best organizational structures to enhance its performance. On the other hand, external environment refers to those factors that affect the business from outside (Frost, 1985). They include competition, physical, culture, economic and legal political environment just but to name a few. Competition affects the quality of production and the sales volume. There are two types of competition, generic and enterprise competition. If my business will be able to compete favorably, it will succeed.If the physical environment like water, climate, roads are favorable then my business will do well. If I use advanced production technology my plantation will yield high-quality products. However, if I use poor technology, my business will fail. Again, the population growth will affect my business. If the population grows, my sales volume is likely to increase but if it decreases the sales volume goes low. The economy is another factor. If the people have the ability to buy my products, my business succeeds but if they are not able it is likely to fail. Legal requirements will also affect my business. The set legal restrictions will dictate whether I will be able to start the business or not (Wu, 2015). If the government by any chance prohibits the production of watermelons I wont be able to start it. Culture will also dictate whether or not to start the business. If the societal norms are against the consumption of watermelons then it will be difficult to run such a business. Risks that will confront my business There are a lot of risks that might confront any business. These are perils that occur either due to intentional or accidental actions. For example, theft would be one of the risks. If by any chance there is theft in my farm, then a lot of losses would be incurred. Another risk would be the invasion by wild animals. In some countries, wild animals like elephants invade farms and destroy products worth millions of money. Compliance risk would also compromise my business. It might be difficult to cope up with the legal requirements or adjust when they change abruptly. The strategic risk would too confront my business. Sometimes the well-laid business structure proves non-functional at some point thus negatively affecting the businesses (Tuominen, 2016). Lastly, there would be a failure in the day to day activities. This is known as operational risk. This might affect the business negatively. Business practices I would adopt to ensure organizational performance In the business context, there are a number of practices that enhance the organizational performance. For instance, proper setting of objectives enhances the organizational performance of any business. Goals should be laid well and all the employees should strive in reaching them. Good customer relation is another practice that enhances performance (Weick Quinn, 1999). If the customers and clients feel respected and appreciated, then the business does well and is easy to manage. Team work is another major practice that promotes performance. If all employees work harmoniously then the performance would be improved. All people involvement is another important practice. If all people are invited to make decisions concerning them and the welfare of the business they feel part and parcel of the firm (Mohamad, 2012). This gives them a sense that they belong to the business and this improves the business performance. Again, getting the best team is important as far as organizational performance is concerned. This involves serious vetting and interviewing to arrive at the best people to work with. Therefore, I would ensure that I get the best team to work with so that the organizational performance is improved. The most important functions and how they relate to the business performance Watermelon production, like any other business, usually has to be under a strict management to ensure that the business objectives are achieved. This management involves action by all the business functions that work together to make the business a success. These functions include production, marketing, purchasing, human resource management, research, and development as well as the financial and accounting function. The marketing function sells the products and brands the business (Shani, Pasmore, Woodman, 2013). The purchasing department, on the other hand, deals with matters concerning purchases. The research and development sector conducts market research. The human resource rocket manages labor whereas the financial and accounting function keeps financial records and provides the relevant financial statements. The ability and willingness of every function to conduct its duty as desired and work harmoniously with the rest determine the performance. If all the functions cooperate and work well then the business performance improves. Conclusion To conclude, There is no a business opportunity that is to be referred to as being small. Every business opportunity under good management and entrepreneurship has the capability of being the next biggest business. However, there is internal and external business environment that affect it negatively or positively. Therefore, an entrepreneur should focus on getting the best out of his opportunity. There are also business threats that may confront any business and one should work wisely to overcome them. Again, all the functions of any business should work harmoniously for the well-being of the business. References Clarke, G., Li, Y., Xu, L. (2016). Business environment, economic agglomeration and job creation around the world. . Applied Economics , 1-16. Edurkar, A. V. (2016). Leading ccoutries in the production of watermelons. Journal of horticulture , pp. 76-84. Frost, P. (1985). Organizational culture. Beverly Hills. Sage Publications. Garratt, A. M. (2016). Matrix organizational structure and its effect on performance. Business organizational structures. , pp. 54-67. Kew, J. . (2017). Business environment: managing in a strategic context. Business management , pp. 67-80. Kirsh, G. M. (2016). Are Independent Urology Practices Embracing Business and Clinical Integration to Prepare for the Coming Era of Value-based Payment?. . Reviews in urology , pp. 43-53. Mohamad, W. (2012). Organizational Culture. The International Journal of Knowledge, Culture, and Change Management , 17-32. Shani, A., Pasmore, W., Woodman, R. (2013). Research in Organizational Change and Development, Volume 21. (Research in Organizational Change and Development). Bradford: Emerald Group Publishing Limited . Tuominen, M. (. (2016). POLITICAL ENVIRONMENT AND BUSINESS DEVELOPMENT IN THE ARCTIC Strategic opportunities and threats for Finnish companies. Business threats , pp. 76-80. Weick, K., Quinn, R. (1999). Organizational change and development. Annual Review of Psychology , 361-86. Worthington, I., Britton, C. (2006). The business environment (5th edition ed.). New York: FT/Prentice. Wu, X. C. (2015). Corporate Governance and Bribery: Evidence from the World Business Environment Survey. Psychological, Technological, and Ethical Issues , pp. 313-320.

Kirk Patrick Samuda, Service Request free essay sample

A brief analysis of Riordan manufacturing HR system reflects an obvious absence of automated integration via a Wide Area Network for the HR Department. The present methodology applied to the gathering and sharing of information isn’t effective and must be upgraded promptly to permit positive changes throughout Riordan. As such, a key area of focus is the acquisition of relevant and effective information that can cause positive changes for every department and location of Riordan. The key Stakeholders to interview for such information must be involved with Finance and Accounting, hiring, operations, the training of end users, and the sharing of information among departments, both individually and consolidated. Based on the personnel information provided by Riordan’s intranet, the following members of staff are chosen to share and document their present experiences with HR, and to make documented recommendations towards a fully automated and integrated HR environment (HRIS). Yvonne McMillanDirector of Human Resources Hugh McCauleyChief Operating Officer Donald BrysonDirector of Accounting and Finance / Controller Patricia MillerManager IT services ( San Jose) Stacey JonesManager IT services ( Albany) Dirk KortManager IT services ( Pontiac) Phil JohnsonManager Research Maria CastilloDatabase Analyst Mari CarilloTraining and Development specialist Maria TrinhChief Information Officer Andrea GambyEmployee Relations manager Robert TrinhProgram/Analyst Because the intent of the service request is to establish a simpler, more effective way of managing human resources, with the hope of merging operations with people to produce maximum performance and profitability for Riordan, specific gathering techniques and systems analysis tools must be proposed as viable tools for this project. We will write a custom essay sample on Kirk Patrick Samuda, Service Request or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Essential to the success of this Service Request is the systems development life cycle(SDLC), because it is the foundation on which an efficient information system will be developed. Hence the tools to be used here are computer aided software engineering(CASE), a database that ask specific questions of each of the above employees, a logic sequence application, system software, documentation and training manuals. A precursor to the upgrade of the HR system will require that a Programmer/Analyst discuss with each of the above staff members the following :- The type of human resource that is needed to improve department performance The type of information needed to create an easier and smoother work flow The type of software necessary to create a human to computer interface How to improve the human-computer dialogue Designing of Forms and reports Having an understanding of the five tools mentioned above, makes it easier for the Analyst to create a SDLC based on the information shared by everyone. It must be noted that the two instrumental sub phases embedded within the systems design phase consists of two very important activities: designing the human interface(HR Responsibility) and designing the databases(IT responsibility). It is very important for the Analyst to comprehend the skills of each end user, as this will contribute to the creation of effective new design that will permit data sharing and hardcopies that satisfy the needs of everyone using the HRIS. The IS infrastructure at Riordan Manufacturing doesn’t permit flexibility where information sharing is concerned. As such the key factors that help to ensure the successful collection of information for this project is dependent on the gathering on quality data, and having discussions with all the people mentioned above. It must be noted that the gathering of informative data, requires a process that is critical, and is the first step in the adoption and IS process. However, IS requirements are too often inconsistent or incorrect, and sometimes incomplete. Often, the reasons for this failure have less to do with technologies, and more to do with the incompetence of people. The Analyst must first familiarize himself with the dysfunctions of the present system in details, by asking specific questions about the HR problems per department, and take documented suggestions on how to improve it. It must be highlighted that Riordan presently uses outdated methods of gathering information, with very little interface that permits data access by anyone else. As such, to acquire the information needed, a questionnaire must be constructed directing people to answer specific question about HR, with a subsequent plan for the implementation of a new HRIS, that satisfies the concerns and needs outlined in the questionnaire. Holding interviews with employees is a direct way of getting answers, Also exercising the waterfall model, will promote the gathering, analysis, and documentation of all requirements before moving to the next phase, which is the software development cycle. Project Scope is a highlighted premise that outlines the work needed to deliver a product, or complete a specified project. The requirements and deliverables reflect the project scope, and is a critical component that showcases the stakeholder(s) agreement with the information discussed in the proposed plan. According to Margaret Rouse of Tectarget. com, project scope is the part of project planning that involves determining and documenting a list of specific project goals, deliverables, tasks, costs and deadlines. The documentation of a projects scope is called a scope statement, which explains the boundaries of the project and establishes responsibilities for members of a team, delegating procedures and conditions of how the project must be completed and verified. The Diagram above reflects how Project scope is viewed by www. projectscope. net. The areas of project feasibility that are examined in the analysis phase of the SCLC are Justification, Objectives, Scope Description, Constraints and assumptions. Because the project scope statement is primary factor in any new project, it must be established that that its intent is to outline the project results, that should highlight the terms and conditions under which the project will be done. Hence, the following inclusions in the scope statement: Justification: The reason behind the HR project, why is it a business necessity? Justifying the scope of work to be conducted, and the interrelation of adjoining activities within the HRIS. Objectives: What is the assumed end result of this HR Project, also referred to as deliverables. Product scope description: The intended HRIS features and functions , and the results your project will produce. Product acceptance criteria: The development process and HR criteria for accepting the completed HRIS end results. Assumptions: HRIS development is designed to some extent on assumptions, regarding to address uncertain information as you exercise the SDLC of the project. (Dummies. com,  2012). References http://searchcio. techtarget. com/definition/project-scope http://www. projectscope. net/ http://Dummies. com/

How to Get 36 on ACT English 10 Strategies From a Perfect Scorer

How to Get 36 on ACT English 10 Strategies From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 26–34 range on ACT English? Do you want to raise that score as high as possible- to a perfect 36? Getting to a 36 ACT English score isn't easy. It'll require near perfection and mastery of both grammar rules and rhetorical skills. But with hard work and my ACT English strategies below, you'll be able to do it. I've consistently scored 36 on English on my real ACTs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 26 on ACT English or above. If you're below this range, my "How to Improve your ACT English Score to a 26" article is more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 26. Overview Most guides on the internet on how to get a 36 on ACT English are of pretty bad quality. They're often written by people who never scored a 36 themselves. You can tell because their advice is usually vague and not very pragmatic. In contrast, I've written what I believe to be the best guide on getting a 36 available anywhere. I have confidence that these strategies work because I used them myself to score a perfect ACT English score consistently. They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring a 36 is a good idea and what it takes to score a 36. Then I'll go into the 10 critical ACT English strategies you need to get a perfect ACT English score. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why a 36 English score is useful, since this will fuel your motivation to get a high score. In this guide, I'm going to talk about doing well on ACT English, rather than about raising your combined English/Language Arts score. The reason is that schools typically care much more about your ACT composite score rather than your subscores and ELA score. However, I'll still touch upon how to raise your essay score at the end. Final note: In this guide, I talk mainly about getting to a 36. But if your goal is a 34, these strategies still equally apply. Understand the Stakes: Why a 36 ACT English? Let's make something clear: for all intents and purposes, a 34 on an ACT is equivalent to a perfect 36. No top college is going to give you more credit for a 36 than a 34. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 34, don't waste your time studying trying to get a 36. You're already set for the top colleges, and it's time to work on the rest of your application. But if you're scoring a 33 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 34 or above. There's a big difference between a 32 and a 34, largely because it's easy to get a 32 (and a lot more applicants do) and a lot harder to get a 34. A 33 places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. So why get a 36 on ACT English? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your ACT composite score more than your individual section scores. If you can get a 36 in ACT English, that gives you more flexibility in your Math, Reading, and Science scores. It can compensate for a 32 in one other section, for example, and bring your average back up to 34. Princeton's 75th percentile score for ACT English is likely 36. Even though schools don't typically release their ACT scores by section, they do release SAT section scores. As a stand-in for ACT English, we can take a look at SAT Evidence-Based Reading and Writing scores at top schools. (I know ACT English and SAT EBRW don't totally overlap, but you do need to be good at reading and writing to score highly on ACT English.) Here are a few examples. For Harvard, Princeton, Yale, and Dartmouth, the 75th percentile SAT Evidence-Based Reading and Writing score is an 800 or 790. That means at least 25% of all students at these schools have a 790 in SAT EBRW, or a 36 on ACT English. But if you can work your way to a 36, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a milk carton. I mean, literally, you and every other reasonably intelligent student can score a 36 on ACT English. The reason most people don't is they don't try hard enough or they don't study the right way. Even if language isn't your strongest suit, or you got a B+ in AP English, you're capable of this. Because I know that more than anything else, your ACT score is a reflection ofhow hard you work and how smartly you study. ACT English Is Designed to Trick You - You Need to Learn How Here's why: the ACT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in school? You've learned grammar before in school. You know some basic grammar rules. But the ACT questions just seem so much weirder. It's purposely designed this way. The ACT can't test difficult concepts, because this would be unfair for students who never took AP English. It can't ask you to decompose Dostoevsky's The Brothers Karamazov. The ACT is a national test, which means it needs a level playing field for all students around the country. So it has to test concepts that all high school students will cover, like subject-verb agreement, run-on sentences, pronoun choice, etc. You've learned all of this throughout school. But the ACT still has to make the test difficult, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Tricky ACT English Example Question Here's an example: find the grammar error in this sentence: The commissioner, along with his 20 staff members, run a tight campaign against the incumbent. This is a classic ACT English problem. The error is in subject/verb agreement. The subject of the sentence is commissioner, which is singular. The verb is "run," but because the subject is singular, it should really be "runs." At your level, you probably saw the error. But if you didn't, you fell for a classic ACT English trap. It purposely confused you with the interrupting phrase, "along with his 20 staff members." You're now picturing 20 people in a campaign- which suggests a plural verb! The ACT English section is full of examples like this, and they get trickier. Nearly every grammar rule is tested in specific ways, and if you don't prepare for these, you're going to do a lot worse than you should. Here's the good news: this might have been confusing the first time, but the next time you see a question like this, you'll know exactly what to do: find the subject and the verb, and get rid of the interrupting phrase. So to improve your ACT English score, you just need to: Learn the grammar rules that the ACT tests. Study how the ACT tests these grammar rules and learn how to detect which grammar rule you need in a question. Practice on a lot of questions so you learn from your mistakes. I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right to get a perfect score. What It Takes to Get a 36 in English If we have a target score in mind, it helps to understand what you need to get that score on the actual test. As you probably know, writing combines your raw score on the multiple choice section with your essay score to give your final English score out of 36. Here's a sample raw score to ACT English Score conversion table. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) Scaled Score English Raw Score 36 75 35 72–74 34 71 33 70 32 68–69 31 67 30 66 29 65 28 63–64 27 62 Source: ACT In this grading scale, you can earn a 36 only if you get a perfect raw score of 75. In fact, I've never seen a grading scale where you can earn a 36 after missing one question. The curve is also typically quite unforgiving. If you miss one question, you drop down to a 35. Miss two, and sometimes you drop down to a 34. Thus, perfection is really important for ACT English. On every practice test, you need to aim for a perfect raw score for a 36. It's pretty clear then that you need to try to answer every question. You can't guess on too many questions and get a 36, which means you need to get to a level of mastery where you're confident answering each question. Whatever you're scoring now, take note of the difference you need to get to a 36. For example, if you're scoring a 30 now, you need to answer nine more questions right to get to a 36. As a final example, here's a screenshot from my ACT test, showing that I scored a perfect raw score and a 36 on ACT English. OK- so we've covered why scoring a higher English score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll get into the meat of the article: actionable strategies that you should use in your own studying to maximize your score improvement. Strategies to Get a 36 on ACT English What's your greatest weakness? Strategy 1: Understand Your High Level Weakness - Content or Time Management? Every student has different flaws in ACT English. Some people aren't comfortable with the underlying grammarmaterial. Others know the grammar ruleswell, but can't solve questions quickly enough in the harsh time limit. (As we'll discuss, the ACT English section applies VERY heavy time pressure. So you likely do suffer from some time pressure- we're trying to figure out how much) Here's how you can figure out which one applies more to you: Take only the Englishsection of a practice test. We have the complete list of free practice tests here. For that section, use a timer for 45 minutes. Treat it like a real test. If time runs out and you're not done yet, keep working for as long as you need. But starting now, for every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. Get what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you got if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 32 or above? If NO (Extra Time score 32), then you have remaining content weaknesses. You might have weaknesses across a range of subjects, or a deep weakness in only a few subjects. (We'll cover this later). Your first plan of attack should be to develop more comfort with all ACT English subjects. If YES (Extra Time score 32), then: Was your Realistic score a 32 or above? If NO (Extra Time score 32, Realistic 32), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than two points, then you have some big problems with time management. We need to figure out why this is. Are you generally slow at Englishacross most questions? Or did particular passages or types of questionsslow you down? Generally, doing a lot of practice questions and learning the most efficient solutions will help reduce your time. More on this later. If YES (both Extra Time and Realistic scores 32), then you have a really good shot at getting a 36. Compare your Extra Time and Realistic score- if they differed by more than one point, then you would benefit from learning how to answer questionsmore quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get a 36 with extra time, but score a 32 in regular time, you know exactly that you need to work on time management to get a 36. Strategy 2: Comprehensively Learn the Grammar Rules There's just no way around it. You need to know all the grammar rules tested on the test and how they work. In addition, you'll also need to know rhetorical skills that test you in your writing logic. You'll be asked to decide how to organize sentences and paragraphs together. Certain grammar rules, like punctuation, appear far more often than other rules. But because we're going for perfection, you'll need to know even the less common rules. In our PrepScholar program, we've identified the following as the grammar and rhetorical skills you need to know: Grammar Rules Punctuation: Commas, Apostrophes, Semicolons, Dashes Number Agreement: Subject/Verb Agreement, Pronoun Number Agreement Idioms and Wrong Word (Examples: affect/effect, neither...nor, there/their/they're) Parallel Construction Verb Forms: Tense, Conjugation Conciseness: Eliminating waste from sentence phrasings Sentence Fragments, Run-on Sentences Pronouns: Pronoun Choice, Pronoun Case Faulty Modifier Comparison/Description Rhetorical Skills Macro Logic: How sentences and paragraphs fit together Transitional Logic: How to connect different thoughts together Relevance: Determine whether a sentence is extraneous or fits in Author Intent: Understand the point of the author and writing techniques Formality and Tone There are a lot of rules, but they differ from each other in how commonly they appear on the test, and how hard they are to study. For example, Punctuation is the most common grammar rule on ACT English, but it only uses a few separate concepts. The Idioms skill is also very common, but it uses a wide range of idioms, such that each unique idiom appears no more than once on each test. It's therefore important for you to focus your time on studying the highest impact grammar rules. Our PrepScholar program, for example, quizzes you in relation to how common each grammar rule is, so that you focus your efforts on the rules that make the biggest difference to your score. Strategy 3: Do a Ton of Practice and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on all of ACT English will knock you down from a 36. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,200 ACT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who completed 15 practice tests. They've solved over 3,000 questions, but they're still nowhere near a 36 on ACT English. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by grammar skill (eg Number Agreement, Idioms, Sentence Fragments) It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- WHY Did You Miss an English Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Take the Subject/Verb Agreement example I gave above (with the Interrupting Phrase trick). You likely already know how Subject/Verb Agreement works. But if you missed that question, you'd need to think about why you missed it (because the interrupting phrase made you confuse the subject and verb). Then you need to write down a strategy for noticing this in the future. Here are some examples of common reasons you miss an English question, and how you take the analysis one step further: Content:I didn't learn the grammar rule needed to answer this question. One step further:What specific rule do I need to learn, and what resources will I use to learn this grammar rule? Overlooked Rule:I knew the grammar rule, but the ACT question was written in a way that made me miss it. One step further:How do I solve the question now? Is there a strategy I can use to notice this grammar rule in the future? Careless Error:I knew the grammar rule and normally would get this right, but I slipped up for some reason. One step further:Why did I make this careless mistake? Was I rushing? Did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Bonus: If all of this is making sense to you, you'd love our ACT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 4: Justify Every Answer and Point Out Specific Grammar Errors Many top students take a "soft approach" to ACT English. They learn the grammar rules when studying, but on the test they go "by ear": if a sentence sounds off, they'll assume it's wrong without thinking too hard about why. When you've mastered grammar rules, this can serve you well. For example, if I said, "The bee fly to the hive," you'd know this was wrong instantly- it just feels wrong. You know simple subject/verb agreement so well that you can tell something is wrong before you can articulate what exactly it is. However, most students never get to this level of familiarity with all ACT grammar rules. This makes trusting your ear unreliable for many rules. This is especially true for wrong word choice, like "Its a good day to be an American." Because "its" sounds the same as "it's," your ear is of no help here! What's the strategy to counter this? Point out the specific error, and justify it to yourself. Let's run through an example. This is a grammar question that needs only one line from the passage to answer: Here's what I'm thinking as I read the question (a stream of consciousness): " 'The Sun sets gradually the images of a winged horse'...this doesn't seem right. I know 'sets' can take an object, like 'Tom sets the bowl down slowly,' but the Sun can't set anything down, and especially not images of a winged horse. This has got to be a run-on sentence, but let me keep reading. 'the images of a winged horse, a drinking gourd, a heartbroken hero appear in lights overhead.' Yep- the second part of this sentence is an independent clause, and it's a run-on because it's improperly connected to the first clause, 'The Sun sets gradually.' So I need an answer choice that fixes this:" F: no change, which is wrong G: this has a comma splice error- you can't connect two independent clauses with just a comma. H: this looks good. It joins two independent clauses properly- with a comma and a conjunction ('and'). J: 'The Sun setting gradually' is now a dependent clause, but to join a dependent clause with an independent clause, you need a comma that's missing here. For example, 'The Sun setting gradually, we drove down the highway.' would be correct. Thus answer J is wrong. Now, I'm not literally thinking all these words in my head, but it matches my thinking process as I go through the question and evaluate each answer choice. You can see how I first identified the run-on sentence error in the original sentence. That made it very clear to me how I could find an answer choice that fixed this error. As you learn the different grammar skills and how they appear on the test, you'll start evaluating answer choices for common ways that the ACT tries to trick you. Is a verb underlined? I'm going to check the subject to see if it follows subject/verb agreement. Then I'll check the verb tense. Is a pronoun underlined? I'm going to check the antecedent to see if it matches. Does an underline come right after a comma? I'm going to check if there's a faulty modifier error. I can justify every one of my answers because I know the grammar rules. This makes my answering more robust, not just based on whether something 'feels' right or wrong. Note as well that in these questions, the ACT often fixes the original error in an answer choice- but then introduces another error. You need to make sure the answer you choose is 100% correct, in terms of both grammar and logic. Don't be intimidated if you can't do this right now. With practice and reflection, you will get to this point. Once again, it's like "the bee fly to the hive." You want to get to a point where all ACT grammar rules automatically sound as wrong as that sentence. Find patterns to your mistakes, and make sense of the chaos. Strategy 5: Find Patterns to Your Weaknesses and Drill Them Remember Strategy 3 above about keeping a list of every mistake? You need to take this even one step further. If you're like most students, you're better at some areas in ACT English than others. You might know pronouns really well, but you'll be weak in sentence constructions and fragments. Or maybe you really like parallel construction, but have no idea what faulty modifiers are. This is especially true in grammar and ACT English, because some grammar mistakes likely sound obvious to you, but others are completely foreign. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of schoolwork, you might be an athlete or have intense extracurriculars, and you have friends to hang out with. This means for every hour you study for the ACT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the 'dumb' way. They just buy a book and read it cover to cover. When they don't improve, they're shocked. I'm not. Studying effectively for the ACT isn't like painting a house. You're not trying to cover your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew well, and they didn't spend enough time improving their weak spots. Instead, studying effectively for the ACT is like plugging up the holes of a leaky boat. You need to find the biggest hole, and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to ACT English? In this analogy, your knowledge of English grammar is the leaky boat, and the holes are the gaps in your knowledge. You need to find the grammar rules you're struggling with the most, then do enough practice questions until they're no longer a weakness. For every question that you miss, you need to identify the type of question it is and why you missed it. Once you discover patterns to the questions you miss, you then need to find extra practice for this grammar rule. Let's say you analyze your past practice tests and questions and find that you're missing a lot of misplaced modifier questions. After you identify this pattern, the next step is to find good lesson material to teach yourself the main concepts behind what misplaced modifiers are and how to fix or avoid them. You'll also need to find more practice questions that test you on misplaced modifiers and drill until you're making few, if any, mistakes. This is the best way for you to improve your English score. Once again, this is exactly how I designed our PrepScholar online ACT prep program to work. It automatically figures out your greatest weaknesses so you don't have to. We use advanced statistics with data from our thousands of students. With PrepScholar, you don't need to worry about what to study- you just need to focus on learning. Because it's worked for thousands of students, I'm pretty sure it'll work for you too. Click here to learn more. Strategy 6: Be Careful With "No Change" Answers In ACT English, most questions have a NO CHANGE option. The ACT loves tricking students using these answer choices, because it knows that students who don't know grammar rules won't see anything wrong with the sentence. No Change is a really easy answer to choose. No changes are one of the most common careless mistakes- make sure you don't fall for them. Be very careful whenever you choose one of these No Change answer choices. Typically, these are correct answers around 25% of the time- not much more. (We actually went through and counted this in real tests). If you find that you're choosing No Change 40% of the time, you're definitely not detecting grammar errors well enough. Every time you choose No Change, try to double-check the other answer choices to make sure you're not missing a grammar error. Especially take note of grammar rules that you tend to ignore mistakenly. Like I mentioned in Strategy 2 above, if you write down your mistakes and study your weaknesses, you'll be able to know which grammar rules you're weak at, and pay special attention to. Personally, this was my most common careless mistake on ACT English. When I could see the error, I got the question correct nearly 100% of the time. The only times I missed questions were when I accidentally ignored an error. I solved this by double-checking each of the answer choices to make sure I wasn't leaving any stone unturned. Strategy 7: Think About Grammar in Everyday Life Among all subjects, English on the ACT is special because it appears in your everyday life. For school, you have to read a lot and you have to write a lot. Use these experiences as opportunities to notice grammar rules and sentence constructions. This is unique to ACT English. ACT Math is so bizarre compared to everyday life that you won't just naturally find ways to apply the Pythagorean theorem at breakfast. ACT Reading and Science similarly require very specific skills when reading a passage or chart. But you can practice your grammar skills throughout the day. Here are some ideas: Proofread your friends' essays. Challenge yourself to uncover every grammatical error. Read high quality, formal publications, like the New York Times or the Economist. These articles go through editors, so they rarely have grammar errors. You'll develop that ear for language I mentioned. Notice common errors around you. A lot of people comma splice, for example. Hold yourself to a higher standard in texting and messaging. (I know this isn't that cool- you don't have to capitalize every sentence and use periods, but at least use its/it's and their/there/they're correctly.) The more you think about grammar as a fundamental skill rather than something specialized for ACT, the more natural it will feel to you. Strategy 8: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at ACT English that you solve every question and have extra time left over at the end of the section to recheck your work. In high school and even now, I can finish a 45 minute English section in 30 minutes or less. I then have 15 minutes left over to recheck my answers two times over. As I've explained above, the best way to get faster is to get so fluent with ACT grammar that you rapidly zero in on the grammar mistakes without having to think hard about it. Try to aim for a target of spending 40 seconds on average for each question. This gives you enough time to double-check comfortably. What's the best way to double-check your work? I have a reliable method that I follow: Double-check any questions you marked that you're unsure of. Try hard to eliminate those answer choices. If it's a No Change question, double-check that you're not missing any grammar mistakes. If I'm 100% sure I'm right on a question, I mark it as such and never look at it again. If I'm not sure, I'll come back to it on the third pass. At least two minutes before time's up, I rapidly double-check that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go five at a time ("A G C F B") for more speed. If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a perfect raw score for a 36, don't be afraid to skip. You can come back to it later, and for now it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you two minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions, and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just four seconds per question, you get back 300 seconds on a section that has 75 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Strategy 9: Read the Whole Sentence Most of the questions ACT English ask you the underlined part of a sentence should be changed. When you answer these questions, don't just read the underlined portion. To correctly answer the questions, you must read the whole sentence (or sentences, if the underlined section overlaps across two different sentences). Phrases not included in the underlined portion of the sentence often provide information that's essential for deciding whether or not the underlined portion should be changed. Let's go through another example from the ACT to see this strategy in action. If you only read the underlined word, you probably won't think there's anything wrong with it. "Consecutively" is an adverb modifying the verb "to speak"- nothing to change there. When you read the whole sentence, however, you're able to notice that because of the phrase "for twelve hours straight", "consecutively" is redundant. In the context of the full sentence, consecutively means "without stopping," and the phrase "for twelve hours straight" implies that she could speak that long without stopping. Therefore, the word "consecutively" is unnecessary and should be omitted. If you didn't read the whole sentence, you might not notice the redundancy error and would most likely select A. However, since the word "consecutively" is unnecessary, the correct answer is D. In addition, certain types of questions on the ACT require reading not just the sentence with the underlined section, but sentences before and after it as well. For example, you need the context provided by multiple sentences to answer some verb tense and paragraph order questions as well. Strategy 10: Experiment with Passage Strategies and Find the Best One for You The format of ACT English is unlike any high school English test most students have seen before. As a result, many students don't intuitively know which method of approaching the passages will be the most effective for them. Because you're already scoring at a high level, I can't say with 100% accuracy which approach will work best for you. You're aiming for a perfect English score, which means that if your strategy doesn't perfectly line up with your strengths and weaknesses, you'll make mistakes or run out of time. Rather than prescribing you one strategy that you must use for ACT English passages, then, I'll instead go through what ways of approaching the passage are the most effective. You can then try the different strategies out and see which one leads to the highest score for you. Passage Method 1: Graf-by-Graf Though every student is different, this is the one strategy that we recommend everyone at least tries. Here it is: Read through the passage one paragraph at a time. After each paragraph, answer the questions referring to that paragraph. Skip if you can't answer a question within 30 seconds. Repeat for each succeeding paragraph. The great part about this strategy is that it both gives you a clear sense of the passage and forces you to read through whole sentences before answering questions about them. The only drawback is that going graf-by-graf can be a little time-consuming, so if you struggle with running out of time on ACT English, you might want to consider one of the other passage methods. Definitely try going graf-by-graf first, though- you might be pleasantly surprised by how well it works for you! Passage Method 2: Answer as You Go Many students gravitate to this method by default because it's both straightforward and quick. We don't recommend it as our top method, however, because of its potential pitfalls. Here's the method: Start reading through the passage. When you come to an underlined word, phrase, or sentence, continue reading past it to the end of the sentence. Answer the question about the underlined word, phrase, or sentence, then move on. The answer-as-you-go method is great if you're using the graf-by-graf approach but keep running out of time with just a few questions left or if you find yourself distracted or overwhelmed by multiple hops back and forth between the same paragraph and different questions. Unfortunately, this method does have one major drawback: you won't get as thorough a perspective on a question's context, which makes answering questions about transitions or the paragraph as a whole more challenging. It can also fail completely if you don't always read to the end of the sentence (for the importance of this, see Strategy 9). Passage Method 3: Sentence-by-Sentence In this approach, you only read the sentences of the passage that include underlined words, phrases, or sentences. If you're running out of time with a lot of questions left over when you use the graf-by-graf method, this strategy might be a good option for you. The key to using this method is that you always have to read the entire sentence. Even if you do execute this method perfectly, however, it suffers from the same drawbacks as answering as you go: if you read through the passage a sentence at a time, you won't get as clear an understanding of the overall structure and context of the passage, which makes answering rhetorical skills questions more difficult. We don't recommend using this method if you're aiming for a score higher than a 25. Passage Method 4: Read the Passage First The final ACT English passage approach we recommend is skimming the entire passage first, then going back through sentence-by-sentence to answer the questions. Of all the approaches to the ACT English passage, this is the most thorough. If you find yourself missing most of the macro logic or big picture questions because you didn't really understand the passage as a whole, this strategy could be a good fit for you. For most students, however, this approach is more trouble (and time) than it's worth- the graf-by-graf method is usually sufficient for answering macro logic questions and is much more time effective. Choose Which Method Works Best for You While we do recommend the graf-by-graf method as a starting point for most students, we can't predict which method will be most effective for you. To figure this out for yourself, you need some cold, hard data about your ACT English performance. Try out each method on at least one (and preferably two) sample passages each, then compare your performance on each. If one method is a clear winner for you, go with it; if not, choose the method that's the most comfortable for you. Once you've tried out all the passage approach strategies and figured out which one works best for you, you must use it consistently with every ACT English practice passage and test. These strategies all depend on teaching you to approach passages methodically, which means that they will only be effective if you use them every single time. In Overview Those are the main strategies I have for you to improve your ACT English score to a 36. If you're scoring above a 26 right now, with hard work and smart studying, you can raise it to a perfect English score. Even though we covered a lot of strategies, the main point is still this: you need to understand where you're falling short, and drill those weaknesses continuously. You need to be thoughtful about your mistakes and leave no mistake ignored. One last tip: try to keep a steady head while you're taking the test. It's really easy to start doubting yourself because you know you need a near-perfect raw score. Even if you're unsure about two questions in a row, try to treat every question as its own independent test. If you start doubting yourself, you'll perform worse, and the worse you perform, the more you doubt yourself. Avoid this negative spiral of doubt and concentrate on being confident. You'll have studied a lot, and you'll do great on this test. Keep reading for more resources on how to boost your ACT score. What's Next? We have a lot more useful guides to raise your ACT score. Read our accompanying guides on how to get a 36 on ACT Math and how to get a 36 on ACT Reading. Better yet, read my high-level guide on how to score a perfect 36 on the entire test. Learn how to write a perfect-scoring 12 ACT essay, step by step. We also have a rough index to all ACT Prep info here. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. 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Narrative Essay on a Life Changing Moment

Narrative Essay on a Life Changing Moment Narrative Essay on a Life Changing Moment In life, many events influence the way one acts or the decisions one makes. Basically, one goes through certain events in life that have such a big impact they totally change the life of an individual. For me, the life-changing event happened when I enrolled in college a few years ago. Since that occurred, January has always been a special month for me because this is the month that makes me remember the event and remember how this event totally changed my life and made me look at my life from a totally different perspective. As I was joining my freshman year, I naturally took note of the new-found freedom. I wanted to use this freedom to experience some of the things that I had been curious about but could not engage in because I did not feel free enough. What I did not know is that the whole experience of joining college and getting orientated to college life would totally change my life. For starters, while joining college, for the first time, I referred to another place other than the place where my parents had raised me. For others in my dormitory, the process of integrating into dormitory life and feeling at home in their rooms appeared to come naturally but it was not that easy for me. The whole process was highly emotional for me, because I had the feeling that being so comfortable in the room would be like betraying my parents who have always taught me that our home is the most important place to cherish. The feeling that my parents were not a stone’s throw away, as is the case in my room at home, also made me feel anxious, as I began to feel the strain of being so far away from my parents. Overall, however, the process taught me an important lesson in the importance of moving away and establishing my own life separate from my parents. The other issue about joining my first year that is part of the whole life-changing event is the part where I had to make new friends; especially now that I was in a college here, I did not know anyone. Making friends at home had always been an easy task, given that our home is located in a gated community and my parents often visited the neighbors. As they did so, they would introduce me to the neighbors’ children and therefore provide a very good platform for me to make friends. To make things even better, most of the neighboring children went to the school where I was enrolled and as such, when I joined school, I had some sort of a soft landing with regard to making friends. In college, however, I had to make friends from scratch and it was a really humbling and insightful moment. Some tips on writing a narrative essay on a life changing moment: Remember that in this type of essay you should remember that while reading your essay, the audience should be able to paint a vivid picture in their minds. In addition to that, if you are narrating about an event at some point of your life, make sure you are not describing your everyday routine. Get readers attention by choosing an even, where you can build up a climax. can write an essay for you from scratch! Feel free to place an order at our website and get a custom written narrative essay online.

Critique of Quantitative Methods Journal Paper' Essay

Critique of Quantitative Methods Journal Paper' - Essay Example Conclusion 10 4.1. Theoretical contributions 10 4.2. Practical Contributions and Implications for Managers 10 4.3. Limitations 11 4.4. Improvements 11 11 References 12 1.0. Introduction 1.1. Gaps and Contributions The journal article titled â€Å"Individual connectedness in innovation networks: On the role of individual motivation† by Aalbers & et. al. (2013), argues with emphasis to the gap that knowledge should be shared within various sections of the organisation and should be implemented readily as per requirements. This shall allow firms to obtain competitive advantages over others through the continuous enhancement of their operations. Aalbers & et. al. (2013) further argues that knowledge transfer is directly related with the notion of innovation. Arguably, effective knowledge transfer within a business can further ensure maximum innovation within the same as per Aalbers & et. al. (2013). The journal thus claimed that it is highly important to conduct a rigorous researc h regarding this particular aspect, as very limited is universally known about it. Accordingly, the research of Aalbers & et. al. (2013) has emphasised primarily on filling the gap of research in this particular domain of study and intended to illustrate the elements that influence the concept of knowledge transfer within any organisation. 1.2. Aim of the Research Aalbers & et. al. ... This is because of the fact that it is deemed to be a key approach through which, innovative information sharing can be achieved in any organisation. 2.0. Theory 2.1. Evaluation of the Theory Knowledge transfer is deemed to be vital in respect to innovations within any organisation. Innovation is considered to be highly valued in businesses, especially in context of the contemporary society. Aalbers (2012) hereby states that with maximum innovations, organizations shall be able to present themselves in a more competitive manner, adapting changes every time, which further shall attract a larger volume of customers and enhance the competitiveness of the firm in the market. Furthermore, according to the study of Bosch-Sijtsema & Postma (2004), knowledge transfer is quite crucial in developing and maintaining a culture that fosters maximum innovation within organisational operations. Motivated through this notion, companies now-a-days tend to follow a knowledge based view in their approa ch wherein the management attempts to encourage expertise within the workforce from internal and external sources to deliver their capabilities in operational processes with the motive of betterment (Sijtsema & Postma, 2004). Accordingly, it is deemed that there are several factors that can influence active knowledge transfer and thereafter affect the innovation oriented culture in any organisation. Among those factors, connectedness can be considered as vital. According to the report of CDC (n.d.), connectedness can be considered as a degree upto which, people share their inner feelings with others, which also assists in the effective transmission of knowledge. Arguably, in modern organisations, employee connectedness can enable