Start Early

Don’t wait until the last minute before you begin writing your essay. Avoid the pitfalls of procrastination by getting started early and setting a schedule that gives you sufficient time for finishing before the due date. This way, if you run into unexpected issues in the course of writing your essay, or if you decide to change topics, you have enough time to get it done. Additionally, when you rush through the writing, the quality of your writing tends to decline.

Expect to Rewrite

Don’t spend a lot of time worrying about the little aspects of your essay on the first draft. The primary purpose of a rough draft is getting your ideas down on paper in raw form. Once you have accomplished this, go back and make corrections to your work repeatedly until you feel it’s a finished product. Remember that even the most gifted writers write multiple drafts before unveiling the end result. This will help take the pressure off as you first start your essay, lessening your desire to procrastinate.

Avoid Using Overly Technical Language

Experts in every industry typically understand their specialization so well that they have their own language, or jargon. Even if you find yourself becoming familiar with this language over the course of your research, avoid inserting unnecessary jargon into your essay. Depending on your assignment, you may be writing for a general audience that is learning about your topic as you present it. If you are giving readers just an overview of what you learned, throwing in technical terms may be inappropriate.

Don’t Plagiarize

Carefully organize all your research and give proper credit to your sources whenever it is appropriate to do so. Even if you aren’t using direct quotations, paraphrases and summaries require citations as well. Unless you are writing down an original thought or common knowledge, acknowledge the source you got the information from. Bear in mind that plagiarism is not only committed with the intent to steal the work of others; failing to give credit due to careless citation is no excuse.

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What is a CLEP Test?

The 34 available CLEP exams cover subjects that are required courses in many colleges. A college usually gives the same number of credits for a satisfactory CLEP score as it gives to students who pass the corresponding course. CLEP exams are generally 90 minutes long. Nearly all CLEP exams are presented in a multiple-choice format except for English Composition with Essay which, as the name suggests, requires an essay. The tests are computer-based and you will know your score instantly upon completion – again, with the exception of the English Composition and Essay exam.

Who Takes CLEP Tests?

Many people can benefit from taking CLEP exams. A college student could use CLEP to speed up the process of earning a diploma. CLEP tests can shave a year or more off a bachelor degree program. People who work full time or are busy raising a family can use CLEP to chip away at their college degree without investing time and money in classes. Career-switchers looking to establish themselves in a new field can use CLEP to earn quick education credentials. CLEP is a valuable resource for newcomers to this country who were educated abroad but whose degree is not accepted here. Students who are fluent in French, German or Spanish can earn easy credit with one of CLEP’s foreign language exams.

Do All Colleges Accept CLEP?

Not all colleges give credit for CLEP tests, but most do. Each of the 2,900 colleges and universities that grant credit for CLEP has its own rules stating which of the CLEP exams it accepts, how well a student must score on the exam in order to receive credit and how much credit will be given for an acceptable score. In addition, some colleges limit the number of CLEP credits they will grant. Check your school’s catalogue for their CLEP policy. It might be found under one of the following headings: Credit-by-Examination, Advanced Standing, Advanced Placement, or External Degree Program.

Where to Take a Clep Test

CLEP test centers are located on college campuses across the country. To register for a CLEP exam, contact a test center near you. (See link below.) Contact that test center directly to learn about its registration procedure, fees and schedule. Next, complete a registration form and mail it to the test center with your payment. Each CLEP test costs $70. Most test centers also charge a nonrefundable administration fee which varies by location.

Preparing for a CLEP Test

Begin preparing for your CLEP by carefully reading the description of the exam you plan to take. (See link below.) These descriptions give very specific information about the subject matter to be covered and the percentage of the exam devoted to each area. This will help you determine what and how much you need to study. The College Board, the body which offers the exams, suggests that students use a text book from their college’s corresponding course to study for a CLEP exam. The Board also sells an official comprehensive study guide as well as an individual study guide for each CLEP exam. The individual guides are downloadable from its website at a cost of $10 each.

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1. Select a character who interests you. The opening paragraph of your essay should introduce who this character is, briefly explain what her role is in the story and why you have chosen to analyze her personality. Example: “The character I have chosen for study from Eileen Favorite’s novel, ‘The Heroines,’ is Penny Entwhistle, a rebellious teen whose mother runs a boarding house frequented by feisty females straight from the pages of fiction. Not only do I personally relate to what it’s like having parents who do weird things, but I’m also an avid reader and have often wondered what I’d say and do if my own favorite book characters ever came to life.”
2. Define your chosen character in terms of whether he is the protagonist (hero), antagonist (villain), supporting player (a helpmate of either the hero or villain) or a catalyst. A catalyst character (also referred to as an agent for change) often does not participate directly in any of the action, but instead fulfills the role of inspiring the lead character to take up a cause or quest he might otherwise not have pursued (for example, Spider-Man’s kindly uncle who gets killed early in the story would fit this definition).
3. Make a list of your character’s positive traits as well as the weaknesses and flaws that he must overcome throughout the course of the story. Keep in mind that heroes are never 100 percent “good,” and villains are never 100 percent “bad.” Accordingly, if you choose to analyze the personality of the villain (for example, Iago in “Othello”), identify specific influences and events that led this person down a path of evil.
4. Identify your character’s core quest. The quest is what makes up the conflict, creates and fuels the friction between your character and her opponent(s) and drives the action forward. Quests are based on reward, revenge, escape or a combination of these. Explain why this quest is so important to your character (for example, avenging a loved one, getting a date to the dance, starting over in a new country) as well as (1) what she would be willing to risk or sacrifice to achieve it, and (2) what the cost will be if she is unsuccessful. Examine whether you think her actions are commensurate with the perceived value of the quest.
5. Pay sharp attention to the subtext of your character’s actions and what they really say about him. Provide examples. For instance, a character who volunteers to take care of an elderly relative might seem on the surface to be generous and kind, but he actually has an agenda to put himself in a position of favoritism for the future disbursement of her estate. Another example is a character who won’t spend a dime on herself and yet is going into debt buying toys for her cats.
6. Discuss the character’s interactions with others and whether the character treats them as superiors, peers or subordinates. Assess whether these interactions are consistent with or contrary to your expectations of their assigned roles. For example, the expectation might be that a lady’s maid would be respectful, quiet and meek in the presence of her employer, and yet the character has been written as someone who is arrogant, loud, and bossy and is able to get away with these behaviors without any reprimand.
7. Look for the symbolism of objects associated with the character and discuss (1) why these objects are important, and (2) what they say about the owner’s personality, memories and vulnerabilities. For example, a woman who always wears a seemingly worthless locket might do so because it’s the only item she associates with her mother; to remove it would be to leave the comfort zone of still thinking of herself as a child instead of an adult.
8. Evaluate the character’s actions and reactions in the context of the book’s historical or cultural setting. For example, you might explain that a person in the 21st century who doesn’t like the way something is being done has more freedom to change the situation than a character of the same age in your book who is living in the 16th century and is a girl.
9. Describe the conflict’s resolution in terms of the character’s emotional or spiritual growth. This is called the character arc and refers to the ways in which the individual has evolved during the course of the story. Some characters don’t experience an arc at all and are basically the same at the end of a book as they were at the beginning. Others, however, are strengthened, inspired or humbled by the challenges they have faced. A farmer who has always been a pacifist, for example, might be transformed into an activist if horrific events suddenly cause him to question the cost of staying silent.
10. Compare what you have learned about the character to your own personality profile in terms of what you admire, what you dislike and whether you would have followed the same course of action. For example, a character who betrays her best friend to get what she wants will have imparted a lesson to you about what’s really important in life. Address how the book has validated or changed your opinions.

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Wait 24 hours: Recently written words have a tendency to be read in our heads as we intended to write them, making possible mistakes hard to sniff out.  Waiting a day or two to edit your own work allows you time to lose familiarity with the writing and better detect errors.

Read it out loud: Speaking your words out loud not only helps you improve the flow of your writing, it enables you to catch grammatical mistakes you could be missing on account of “looking” for errors rather than sensing them as an absorber of information.

Read it backwards: Another clever way to outwit your brain’s habit of scanning over the finer details of writing is to read your work backwards.  By separating your work into individual sentences that don’t flow together, you can focus more on the specifics of each written thought or idea.

Know your most common mistakes: Old habits die hard (kind of like clichés) and it’s important that writers remember where their work tends to be its weakest.  That way you can be on a look out for the specific errors you make the most.  Write a list if you have to, but try and commit it to memory.

Proofread all the time: Whether reading an article in the New York Times or poring over medical coding industry news on your smartphone, always be on the lookout for spelling errors and poor grammar.  Not only is it exciting to uncover mistakes in mainstream media and printed literature, it trains you to become a natural editor which in turn helps you better proofread your own writing.

Editing should always be done by somebody else.  But the reality for most writers, especially those of you in school, is that proofreading must be done by yourself.  If this is the case, then become a better self-editor by incorporating the aforementioned tips into your proofreading plan.

By Jennifer Smith

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Internet Safety

Children need to understand Internet safety as well. For young children there should be restrictions as to the websites students can visit and the length of time. There are many websites that offer software for schools and parents to make sure their children are being safe on the Internet.

What Not To Do

It is also important that students know the dangers of not being safe on the Internet. You should have a discussion with them so they know they should never give out their personal information on the Internet. Also, if they do not feel safe, they should tell an adult right away.

Internet Resources

Students can use the Internet to find information or practice skills. Websites offer multiplication, math practice and homework help. Websites like National Geographic and Discovery Kids are great resources for students to learn about the world.

Learning to Browse

When students reach the middle and high school grades, they should have instruction on how to browse the Internet, for example using Google, to gain information. Also, show students how to use the Internet as a resource for information about colleges and jobs.

Internet Future

Globalization has introduced a widespread need for jobs that didn’t exist five years ago. Students must learn about the Internet and come to the realization that it is the future of learning. This means it is creating opportunities through jobs, products and services that never existed before. In order to be successful, one must educate oneself on the Internet and what it holds in order to be prepared for their future.

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But before you start spending all your free time browsing CollegeBoard.com or Online-Degree.com, it is important that you take the necessary steps to improve your candidacy at whatever school you ultimately choose. This means working to maintain (or boost) your grades, adding extracurricular and volunteer work to diversify your application, and taking the SAT or the ACT so that you can be considered for admission in the first place.

Originally used primarily by Midwestern schools, the ACT has grown considerably in usage and popularity in recent decades, and it now surpasses the SAT in many regards. In 2005, the ACT added a 30-minute writing section at the end of its administration. The writing section, scored on a scale from 6 to 12, has become increasingly useful in recent years to colleges that seek to assess the expository skills of their applicants.

There’s a good chance, then, that the ACT and the ACT writing section will fall somewhere on your path from high school to your dream college. Here are a few tips for easily boosting your scaled score and mastering the writing section:

Have an introduction and a conclusion. Even if your introduction seems weak and your conclusion is only a couple sentences long, breaking up your essay into the standard expository format can translate into an automatic 2 point boost on your scaled score.

Pick a side and stick to it. The ACT graders don’t care which side of an argument you support. They do care, however, that you support one side and present an explicit opinion to that effect. A student that vacillates between the two viewpoints will not be viewed favorably when grading occurs.

In the introduction, start general and end with a thesis. No matter what the essay topic, starting the introduction with a broad observation and ending it with a prescriptive thesis is sure to immediately put your essay in the top half of scorers. If the essay question is: “Should high school seniors get parking privileges over underclassmen?,” you may want to start your essay with this generic statement: “People have long debated whether seniority should entail special privileges at school.” You can then provide a couple filler sentences and then transition to your thesis statement: “Seniors should (or should not) get parking privileges for reasons X, Y, and Z.” This is a standard thesis format that can be used for any essay.

Think outside the box. Picking a side of the argument and then giving obvious supporting reasons can leave you with an essay that receives solid scores. But if you want to fall in the 10 to 12 range, you can get an added point or two by thinking outside the box. Using our previous example, a standard argument for senior parking privileges may be that there needs to be some sort of method to determine spots, it’s fair because everyone will eventually become a senior, and seniors are usually more responsible by virtue of their age. An out-of-the-box reason, however, may be that seniors might need to often leave school during the day for college interviews or internships.

Acknowledge the opposing view. Acknowledging that the other side of the argument has some validity will get you 1 to 2 easy points on the writing section. Don’t go on and on about the strengths of the opposition, simply provide one sentence where you point out an argument on the other side.

These are the main ways you can boost your score on the ACT writing section. While it may be difficult to improve the quality of your writing and of your grammar, any student should be able to learn these tips and then apply them when the time comes.

By Jennifer Smith

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1. Choose an effective, interesting topic. The story you want to tell should be interesting. While a simple vacation to Florida may have been fun and interesting to you, think about whether it will be to your reader. Choose a topic that includes lots of sensory impressions so that you have lots to describe.
2. Make an outline of the basic story you want to tell. Obviously, you need a beginning, middle and end. Having an outline of the story will keep the essay organized and help keep you on track in telling the story.
3. Decide on the type of description to include. What images do you want to impress upon the reader?
4. Write a statement of purpose. You probably won’t have a traditional thesis statement in a narrative essay, but you should have a clear purpose. What story are you telling, and why are you telling it?
5. Write a clear introduction that tells the reader what story will follow. Include the purpose in the introduction. The introduction should hook the reader and make him want to read the story. For this type of essay, use a catchy opening line that is linked to your story.
6. Tell the complete story in the body. Clearly tell the story that you have mentioned in the purpose.
7. Organize the body chronologically. Because you are telling a story, you obviously want to tell it in order. Choosing a different organizational method may be confusing to the readers.
8. Use lots of descriptive language. You want to paint a picture for the reader so she feels she is part of the story. Use description to set the scene. Describe people, events and other things as they come up in the story.
9. Describe sounds, appearances, smells and anything else to make the story more interesting and real.
10. Describe only what is pertinent to the story and moves the story along. Do not describe something in the essay that really isn’t relevant to the story.
11. Write a conclusion that sums up the essay and leaves the reader with a parting word. What do you want readers to take away from the story?

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Verbal and Numerical Reasoning

Differential Aptitude Tests measure your verbal- and numerical-reasoning skills. These sections of the test assess how well you understand ideas expressed in word and in numbers.

Abstract Reasoning

These tests examine your ability to understand abstract ideas when there are no words or numbers to guide you.

Perceptual Speed and Accuracy

Differential Aptitude Tests measure your skills for working in places such as offices, scientific laboratories, stores and warehouses. The skills evaluated include completing paperwork, filing and checking data.

Mechanical Reasoning

These tests test how easily you grasp physics laws governing everyday life, such as understanding machinery, tools and body movement.

Space Relations

This section of Differential Aptitude Tests accesses your ability to visualize 3-D pictures of solid objects by looking at the objects on paper.

Spelling

The spelling section of Differential Aptitude Tests accesses how well you can identify the correct spelling of common English words.

Language Usage

This section of Differential Aptitude Tests accesses your command of the English language. It examines punctuation, capitalization and word choice.

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Organize and outline. Do not start writing until you have a solid outline. This doesn’t just mean a few phrases scribbled in haste. Your outline should act as a guide to every section of your missive. Not only do you want a beginning, middle, and end to the content as a whole, you should work to build in beginnings, middles, and ends, to each individual section as well. This will keep your post feeling organized and on-point. Many papers, blogs and marketing copy go awry because they are disorganized, and because the author didn’t work off of a solid outline. You wouldn’t start building a tower without a blueprint, would you?

Have a thesis, and several sub-theses. Your paper, blog, pitch, or story should have an overall thesis that you are working toward illustrating. All of your points and examples should be supporting this central thesis. You should also have several smaller theses that back up the main one in different ways. If you’re writing a blog post or marketing pitch, your ‘headers’ would be your sub-theses. They are their own points, but work to affirm aspects of your overall point.

Write clearly, concisely, and powerfully. These are three characteristics that are hard to combine. Many people would think that if you write clearly and concisely, you can’t also write powerfully. But writing powerfully doesn’t mean using obtuse metaphors or stringing together Faulkner-like sentences that leave your readers feeling bewildered. Writing powerfully requires that you be clear and concise. Use adjectives sparingly. Be economical with page space. Don’t compare patently human endeavors with poetic cosmic cycles too often.

Being a good writer doesn’t require that you memorize the dictionary or try in vain to imitate classic authors. Being a good writer means scribing in an organized, concise, purpose-driven manner. You must treat the act of writing as craft, with structural components that you constantly work to improve upon.

By Jennifer Smith

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The plan wouldn’t take much of your time if you decide exactly how to disclose your topic. In this case, describe the very essence of the theme in the middle of work, and don’t forget to outline how it appeared and what the consequences it would have. Let’s look at writing a plan for a voluminous example.

So, you need to write an essay about a specific political situation. In fact, now it does not matter whether your essay is strictly scientific or just literary. We need plan in both cases. In order to develop the subject extensively, we have to determine the prerequisites of the political situation and the consequences that it will have. Accordingly, an example of the plan will look that way.

1. Introduction (here you are writing about what you want to say by this work: i.e. to prove that the political situation is deplorable, or, conversely, carries a lot of potential)
2. Prerequisites of the political situation
3. Description of the political situation
4. Consequences of the situation
5. Output (it has many similarities with an introduction: you have to say with certainty whether your assumption is confirmed about the poor situation or its high prospects).

There is still a secret in the essay. Well, if the text is practically formed in your mind and you need plan as a fence to prevent your thoughts spreading out and covering all unnecessary areas. But if you have faint idea of what to write, then extensive plan would help you. There special emphasis is put on sub-items. An example of such a plan looks like this:

1. Entry
2. Prerequisites of the political situation
• Economic prerequisites
• Prerequisites in the form of the influence of world structures
• Social willingness
3. Description of the political situation
• Social changes within situation
• Leaders and ideologists of changes
• Alleged errors of leaders
4. 4. Consequences of the situation
• Consequences of the situation for the people
• Consequences of the situation for the industry
• Consequences of the situation for the world community

You still consider writing an essay difficult? But take a look, you have written it yet. All you have to do is only to fill this box with words and get an excellent job.

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