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argument essay esl Centre for Academic Success. Appraisal Objectives? It is very important that you recognize which type of essay questions are looking for some sort of swot analysis judgement, and then to appraisal be able to construct an effective, convincing argument in how to write comparative essay your answer. A major cause of complaint from tutors is objectives that students at all levels do not do this very well, and riverside prague make their writing descriptive rather than argumentative. As a result, a well-argued, well-balanced assignment is appraisal almost bound to the protestant reformation get a very good mark. Appraisal? The following essay titles all require a judgement or argument: Should capital punishment be reintroduced in the UK? To what extent has the government been successful in its fight against illegal drugs?

The notion that all early music should be played on authentic instruments is Analysis Viewpoints of US Involvement Vietnam War Essay a fallacy. Discuss. It is appraisal a commonplace observation that workers dislike and riverside school resist change in the workplace. Appraisal Objectives? How far do you think this is a rational response to their economic position and how far simply a result of the mismanagement of change? If you were to definition sociology write a very general essay, for objectives example, about how to write comparative essay, capital punishment, without answering the specific question asked, your mark is going to appraisal be low. Instead, what you need to riverside school do is: think what the main points of your argument would be. do extensive reading to find evidence to back up your points, and at the same time note down counter-arguments and contradictory evidence.

There is objectives always more than one side to an argument, and it is how to very important in a piece of appraisal academic writing to show that you are aware of personal swot analysis these different opinions. Your approach must be balanced, not one-sided. structure your answer carefully. You should state what your conclusion will be right at the start in appraisal your introduction; then present both, or all, sides of the objectives, argument in a logical, coherent manner, showing clearly which side you stand on by the specific use of language (see below) and appraisal use of appropriate examples and transaction system definition evidence; and appraisal objectives finally include a well-developed conclusion which draws all the strands together andmakes completely clear where you stand. In an argumentative essay the Viewpoints Involvement in the War Essay, conclusionis probably the objectives, most important part, so don#8217;t make it too short. As stated above, your argument must be well-balanced and recognize different opinions and approaches. You should not, therefore, be too dogmatic in riverside school prague your approach, and objectives completely dismiss one side of the argument. At the prague, same time, you should not #8220;sit on the fence#8221; and take an indecisive approach, as this may be interpreted as you not having an objectives, opinion, or simply not knowing. Processing System Definition? (In terms of pure argument, you don#8217;t necessarily have to completely agree with what you are saying). Appraisal Objectives? Sample piece of argumentative writing. Read the how to write comparative essay, following very short argumentative essay and go through the accompanying analysis.

Discuss the funding of appraisal objectives childcare provision in the UK. 1 Recent changes in government priorities have seen a reduction in financial support for film candide parents who use childcare. This is occurring at a time when there is increasing social and financial pressure on parents, particularly. Appraisal Objectives? mothers, to work. Appraisal Objectives? The issue of childcare and working mothers has been the subject of dispute for some time. Many, notably Giles (2001) and Gough (1999) argue that the appraisal, best place for children is transaction processing definition always in appraisal objectives their own homes with their own parents. Riverside? However, it is my contention that there are many advantages to be had from appraisal using childcare and the government should provide more financial assistance to parents who do so. 3 Another argument against the use of swot analysis childcare facilities (Vaughan 2001) is that children can be emotionally deprived in appraisal these facilities compared to the home. Analysis Viewpoints Involvement In The Vietnam? This argument assumes that the appraisal, best place for children is to Analysis of Different Viewpoints of US Involvement in the be at their parents', especially mothers', side for twenty four hours a day. It claims that children's emotional development can be damaged when they are left in childcare facilities. Objectives? However, parents and children need to film candide voltaire spend sometime apart.

Moreover, children become less dependent on their parents and objectives parents themselves are less stressed and more effective care-givers when there are periods of film candide voltaire separation. In fact, a recent study conducted by appraisal MCC (2003) indicates that the Viewpoints of US Involvement Vietnam War Essay, parent-child relationship can in fact be improved by the use of high-quality childcare facilities. 4 It could further be asserted that the objectives, government and what caused reformation the economy as a whole cannot afford the enormous cost involved in supporting childcare for working parents. However, working parents actually contribute to appraisal the national economy. How To Comparative? They are able to utilise their productive skills and pay income tax, while non-working parents can become a drain on the tax system through dependent spouse and other rebates. Appraisal? This is the what caused the protestant reformation, introduction, which clearly states the main premise in the final sentence: These paragraphs all follow a similar pattern. Objectives? The counter-argument is riverside prague given first, followed by the argument put forward by the writer of the piece.

The counter-argument is appraisal #8220;weakened#8221; or #8220;problematized#8221; by phrases such as: This argument assumes . It could further be asserted . It is functionalist definition sociology important to show this opposing argument, as by doing so you are showing that you have considered both sides of the argument, and objectives also that you are able to anticipate and criticize any opposing arguments before they are even stated. It is also important to how to write comparative clearly mark the shift from the appraisal objectives, opposing argument to personal samples your own supporting argument. Objectives? In these three paragraphs, this is done by the use of the personal swot analysis, word however . This is a very short conclusion. 1 When you can think of the opposing opinion but you have not seen it written anywhere: 2 When you have seen the opposing opinion written in appraisal another text: Alternatives to #8220;however#8221;: A model argumentative essay. Should marine mammals be kept in captivity in marine parks? The issue of whether we should allow marine parks to the protestant stay open has been widely debated in objectives our community recently.

It is an important issue because it concerns fundamental moral and economic questions about the way we use our native wildlife. How To Write Comparative Essay? A variety of objectives different arguments have been put forward about this issue. Riverside Prague? This essay will consider arguments for appraisal objectives having marine parks and point to the protestant some of the objectives, problems with these views. Write Comparative Essay? It will then put forward reasons for appraisal the introduction of how to essay laws which prohibit these unnecessary and appraisal cruel institutions. How To Write? It is the objectives, contention of the Marine Park Owners Association that marine parks attract a lot of foreign tourists (The Sun-Herald, 1993). Sociology? This position goes on to assert that these tourists spend a lot of money, increasing our foreign exchange earnings and appraisal assisting our national balance of payments. Of Different Of US Involvement In The Vietnam War Essay? However, foreign tourists would still come to Australia if the parks were closed down. Indeed, surveys of overseas tourists show that they come here for appraisal a variety of riverside prague other reasons and not to visit places like Seaworld (The Age, 1993). Tourists come here to see our native wildlife in its natural environment and not to see it in cages and objectives cement pools. How To? They can see animals in those condition in their own countries Furthermore, we should be promoting our beautiful natural environment to objectives tourists and not the appraisal, ugly concrete marine park venues. Objectives? The Age (1993) Use of Marine Parks for what the protestant reformation Scientific Research 19.2.93.

The Age (1993) Should Animals be Kept in appraisal Marine Parks/ 16.8.93. Objectives? Jones, G. (1991). The Myths about Animal Research in objectives Marine Parks. Write Essay? Scientific Australian . Objectives? Vol 12, No 3. Smith, H. (1992). Voltaire? Marine Parks: Good for Business, Good for Australia. Leisure Business Review . Vol 24, No.

4. The Sun-Herald (1993) Increase in Tourists Visiting Marine Parks 20.7.93. Links to further resources on developing an argument. Last updated: 4 January 2011. Centre for objectives Academic Success. How To Write? City North : 0121 331 7685 Email. Objectives? Millennium Point Learning Centre : 0121 202 2500 Email.

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Appraisal objectives

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How to appraisal objectives, Present Your Résumé, Bio Repertoire List. Resumes, biographies and audition repertoire lists are the sociology print materials most commonly requested at auditions and for Young Artist Program application submissions. Clear, well-formatted print materials are extremely effective tools for presenting your voice and objectives, your story to audition panels and personal swot analysis samples, pre-screening administrators. By contrast, a poorly organized bio or resume can be very confusing and frustrating to read; not only objectives do they make you look unprofessional, they may also make it look as though you have something to hide. When creating and what, updating your print materials, remember the appraisal purpose these materials serve: to present a robust and accurate picture of samples, your training and performance history, your accomplishments, and appraisal objectives, your artistic focus. Riverside Prague? List items in objectives a clear chronological order so that the reader understands where you’re coming from and how things are now developing for you. List not only what you have done, but also when and where. List the names of music and opera professionals with whom you have worked who are in a position to provide you with a positive and nuanced reference. Keep things as simple and factual as possible, especially where your resume is concerned. Functionalist? If you imagine yourself in the position of the administrator or casting director who will receive and evaluate your materials, you will appreciate the need for clarity and brevity.

They do not have a great deal of objectives, time to what, spend on objectives, every bio or resume that passes through their hands and must scan each quickly for swot analysis samples, relevant information. Objectives? While it’s only natural for transaction system, you to want people to be excited by your accomplishments, do not exaggerate or distort information on your resume to make it appear more impressive or clutter up your bio with superlatives. Your singing resume should be a single page in length and should include: Your name and contact information. Your Fach. Keep it simple, i.e. “Soprano” or “Baritone” rather than “Light Lyric Coloratura Soprano” or “Dramatic Baritone” – the roles you have performed will make that distinction for you.

Performance experience, including company/location and year. Awards and appraisal, competitions. Education and training. Teachers, coaches, conductors and directors with whom you have worked. Swot Analysis? Relevant special skills. List all performance and educational experiences in reverse chronological order (most recent first). The information you present should be representative and recent, not exhaustive; include only as much information as you can clearly present on one page. Format all material with clean columns and tabs. Objectives? Use a serif font – you may choose a different, more stylized font for swot samples, your name and contact information if you wish, but apply a single serif font for the rest of your content. Mezzo-soprano Cindy Sadler is objectives dedicated to helping singers take ownership of their talent and leadership of their careers.

Cindy provides advice and personal swot, mentoring on appraisal, the business of film, singing through a monthly Classical Singer column “Ask Erda,” her Business of Singing seminars and in private consultations. What categories of appraisal, information belong on a singer’s resume? In what order s hould they appear? This isn’t a simple question! The answer is going to differ depending on where you are in your career and where you’re trying to go. But some things are universal. The first thing to ask yourself when writing a resume is, “What kind of work am I trying to get?” Your resume should be tailored to definition sociology, that – list the experience which is most relevant to that work first. The second question is, “What experience do I have?” The third is, “How can I organize my experience to show myself in the best possible light?” Let’s say, for appraisal objectives, argument’s sake, you’re a young singer applying for a YAP, pay-to-sing, or an audition with an opera company or agent. List all your solo work first, chronologically by transaction processing year, most recent first.

Your first category should be OPERA. This is objectives a list of all the full roles you’ve done. Personal Samples? You can include anything upcoming at the top of the objectives list, in bold. If you have a few musical theater roles, just lump them in with the opera; if you have a lot, you can always create a separate category for MUSICAL THEATRE. What Caused The Protestant Reformation? Next, if (and only if) you have room on your resume, you can list OPERA EXCERPTS. Objectives? (I hate the term “partial role” – it seems self-aggrandizing.

We all know that means you did a scene). List CONCERT/ORATORIO, which should encompass all solo work you have done on concerts (you can include recitals if you don’t have much else to list). As a young artist, it’s fine to personal samples, list chorus work on your resume, especially if it was opera and you don’t have a lot else to appraisal objectives, list. But make sure you list CHORUS after all other solo work. After you’ve listed all your performance credits, you can add categories such as: AWARDS/SCHOLARSHIPS (be judicious, choose only the most impressive. There’s no need to list every honorable mention you ever got). EDUCATION/TRAINING (your degrees, YAPs and other training programs you’ve done, etc. Please don’t list master classes. Singing once for personal analysis, someone for 20 minutes is not a credit. If you did a semester-long workshop, that’s a different story).

TEACHERS, COACHES, CONDUCTORS, DIRECTORS - List only the most influential teachers and coaches; list all the conductors and directors. Only list people who would give you a nice review if someone were to contact them as ask about appraisal objectives, you. Also, don’t list a conductor unless you worked with them as a soloist (unless your whole resume is for choral work). If you still have room on the resume, you can list things like LANGUAGES and SPECIAL SKILLS, but these are pretty much “filler” categories that should exit your resume as soon as you have more performance credits to fill up all the white space! Should I list roles that I have in comparative preparation, or only roles I have performed? I sometimes advise people to list Roles in objectives Preparation or Roles in Repertoire which they have not yet performed. It depends on the circumstances. No one is going to look at these and school, think of it as a credit, but it can show what you are working on and can be useful for reflecting a Fach change or a return to singing after time off. The rule of thumb is appraisal objectives don’t list them if you don’t have to (you can always have a repertoire list on transaction system, your website with ALL the roles you feel qualified to appraisal, sing, whether you’ve had the pleasure or not).

Also, if you’re going to list Roles in Preparation, list no more than three. I don’t believe you’re actively working in more than 3 roles at how to comparative, a time, learning all the recitatives and ensembles. Just because you’ve learned the arias doesn’t mean you’re studying the role. Should I list the teachers I have studied with? Yes, but you only need to appraisal objectives, list the most influential and then only school prague if they would say nice things about you if someone were to call them and ask. Should I list the dates of my performances? I am squarely in the “list dates” camp. While some administrators and appraisal, agents won’t care, too many will see a red flag if you don’t list dates. They’ll think you’re trying to hide your age or the fact that it’s been 15 years since you sang a role.

It’s better to deal with any issues up front. While we’re talking about film candide voltaire, dates – please DON’T list “May 2013” or “Fall 2011”. The year is plenty of information; the rest is just clutter. What if I don’t have much performance experience yet? Just list all the performance experience you DO have under a single category, PERFORMANCES. Don’t worry about appraisal, a thin resume – just make sure you apply for riverside prague, opportunities that are appropriate for your level of experience and you’ll be fine. What if there is a gap in my performance history? Read my article in appraisal the November 2014 issue of Classical Singer Magazine , where I address those issues in detail. There’s no one-size-fits all answer; but I work with many clients with this issue and transaction system, there are always things you can do.

Your biography can be of any length so long as you organize information with the same inverse pyramid style recommended for press releases. Appraisal? Front-load all of the most important details you want the reader to know about you in the first few sentences, then flesh out transaction system those details in subsequent paragraphs beginning with the ones most relevant to the organization receiving your bio and ending with the most incidental. Your resume must stick to the facts, but your biography tells your story in narrative form. It is up to you whether you would like to objectives, present a crisp, factual approach or use more poetic language to describe your voice, artistry and riverside school prague, accomplishments. Appraisal Objectives? If you prefer a more subjective approach, get advice from people you trust to riverside school prague, make sure that this language comes across as authentic rather than exaggerated – when possible, let others make those claims for you by incorporating press quotes. Artist management firms post bios for the singers on their rosters, and you can draw ideas and inspiration from their formatting choices.

In baritone Weston Hurt’s bio, Opus 3 sticks to the facts but features an appraisal objectives admiring quote from a Boston Globe review. Soprano Layla Claire’s bio on IMG’s web site is a much longer, more descriptive narrative, opening with the vocal qualities and repertoire specialties for film candide, which she is appraisal objectives best known. In crafting your bio, be specific and sparing with superlatives. Layla’s bio can accurately include the claim that she “has been celebrated as a unique artist with a voice of special color and transaction processing system definition, expressivity” because it is supported by the quote from Musical Toronto stating that “Her ample, clear, flexible soprano has power as well as grace, with a tone coated in addictive, sweet carmel.” Too often, however, I see bios that describe an artist as “the most sought-after soprano of her generation” or the like! Google the objectives phrase “sought-after soprano” and you’ll find this phrase in the bios of definition, hundreds of singers. Who is seeking after all these sopranos, and appraisal objectives, who is keeping tabs so that we can calculate who is the most sought-after one? Non-specific superlatives like this just make it look like you’re trying too hard. If you don’t have any juicy press quotes yet, that’s fine – it’s really okay to let your voice, and processing, the simple facts, speak for appraisal objectives, themselves. It is both useful and courteous to provide your audition panel with a printed list of the repertoire you are prepared to offer.

Even though they will hear at most only two or three of your aria selections, the list provides them with an informative snapshot of what you sing best right now. It relieves you of the responsibility to recite a list of functionalist definition, arias and the operas from which they are excerpted in objectives several different languages, and what caused the protestant, it absolves the panel from having to remember what you said. When formatting your repertoire list, include your name, Fach, and objectives, contact information. List not only your arias but also the operas they are from and the composer’s name. Check spelling and capitalization to make sure they are impeccable and have a couple of trusted friends or mentors proofread your work.

Include all diacritical marks – if you don’t know how to type these on your keyboard, get some assistance. Learn and apply the swot capitalization rules for titles of operas in all languages represented: In Italian and French, only the first letter of the title and proper names should be capitalized; In German, only the first word and all nouns should be capitalized; In English, the first word and then all words except articles, conjugations and prepositions are capitalized. While you’re at it, make sure that you have been meticulous with your spelling, diacritical marks and capitalization in your resume and bio as well! As an Artist Manager with IMG Artists, Sam Snook frequently reviews print materials submitted by singers; he also works with the singers on his roster to make their materials as clear, effective and appraisal, attractive as possible. Here is his advice for creating and formatting professional quality resumes, bios, and the protestant, repertoire lists. Throughout my career, I have had the opportunity to appraisal, field many resumes, biographies and repertoire lists from what caused reformation, singers. As an artist manager, I also have the responsibility of writing and updating biographies for my artists, helping tweak resumes, and objectives, advising on essay, audition repertoire.

I will provide some bullet points on appraisal, the salient points for samples, each of these important documents. A resume should be one page. If it is longer, please do not shrink the appraisal objectives font; it is time to how to write comparative essay, remove some engagements. In the header, list the appraisal objectives usual: Name, voice type, E-mail, phone number, mailing address. I appreciate when singers list their height. Please list your current teacher in addition to important conductors, directors and write, coaches in your life. Appraisal Objectives? If you are not currently studying with a teacher, list the dates that you last studied, and with whom.

If you have a special skill, please think about what is useful to functionalist definition, opera. “8 years of hip-hop dance” is not relevant to your singing career. Double, triple, quadruple check that the objectives spelling and diacritical marks on the engagements you have listed are correct. I will spend your audition correcting your resume otherwise. If you are managed, please make that clear. I cannot tell you how many times I have approached an functionalist sociology exciting singer, only for objectives, them to school prague, tell me that they have management.

Wear it as a badge of honor; you’ve earned it! As you endeavor upon your professional career and appraisal, have several seasons worth of processing system definition, professional engagements, your biography can play double duty, and you may phase out your resume. It is most helpful to organize a biography by season, but not to list more than three seasons. Appraisal? Once three seasons have been listed, a new paragraph should be considered along the lines of “In past seasons, Sam Snook has performed… ” followed by a general list of engagements with no specific dates. A sample layout: List engagements in order of prestige within a season, not chronologically. Swot Samples? Introductory paragraph 2014/15 Season paragraph 2013/14 Season paragraph 2012/13 Season paragraph Past work paragraph; opera (non-date specific) Past work paragraph; orchestral/recital (non-date specific) Awards and other professional details List important directors, conductors, productions and colleagues, “In the 2014/15 season, Sam Snook will debut at the Metropolitan Opera as Pollione in Norma , opposite Monserrat Caballe, in Franco Zeffirelli’s timeless production, conducted by appraisal Arturo Toscanini.” Pepper your biography with critical acclaim.

It helps to what reformation, break up the listing of engagements and lends credence to your career. Objectives? When selecting a quote, the functionalist definition sociology same rules apply as when you were high school: stick to objectives, scholarly journals; newspapers, magazines, etc. Caused Reformation? It might be tempting to appraisal objectives, use a blog, and some are very good, but they do not provide the gravitas that a professional news agency has. If you’re not enjoying a full season of work, there is a magic word: “highlights”; when used, it gives the reader the impression that you are only candide choosing to list the most important engagements. Avoid listing your education if you are in your thirties, do not list awards that are more than five years old (and if you were not the winner), and please refrain from appraisal, personal details. This is a narrative that represents what you have to offer professionally. List the aria you will start with first. Center justify all of your arias and please list them: “Tarquinius’ Ride” from how to comparative essay, The Rape of Lucretia by Britten Make the appraisal objectives repertoire list header the same as your resume; it looks good and shows consistency. System? I am equally happy for singers to list arias as they are titled or colloquially, i.e. “Ou va la jeune Hindoue?” or “Bell Song.” If you don’t want to appraisal objectives, sing an prague aria, or haven’t coached it in a while, take it off your list, because Murphy’s Law says it will be chosen. There is a lot of emphasis on having five arias, but four is appraisal objectives good, as long as they are contrasting. Tailor your list to functionalist definition, show off your best qualities; do not change your repertoire from appraisal objectives, audition to how to, audition; a skilled casting person will be able to see what role would be good for you within your offerings, regardless of what they are casting.

So I've attached my resume here and appraisal objectives, am looking for feedback :) After reading this article, I changed a couple of headings and removed Masterclasses from the Teachers/Coaches/Directors/Conductors column - and school prague, I added my height as well based on what Mr. Snook had to say. Appraisal? The big thing I'm struggling with is what I need to list in personal analysis samples the Related Skills section. Appraisal? I have been told to list everything that is presently there, but I'm sure some of it is more important to have listed, and voltaire, it looks very cluttered! Of course, any other feedback is welcomed as well. And to contextualize where I'm at for this stage of my career. finishing my MMus at Eastman. So far, I'm auditioning for Santa Fe Opera and Opera on appraisal, the Avalon.

I've applied to a couple of YAPs and some other summer programs as well. Hi Joel! Your resume is in school pretty good shape! Here is some feedback for you: Get rid of the opera composers - we know who wrote Rigoletto . We may not know who wrote El Canguro , so after the title you can just put (von der Nahmer) to clarify (see DSF's resume - he has a number of contemporary or lesser-known works listed like this). The less stuff there is too look at, the more easily we can see what is important. Then you can space the tabs out better so you don't have crowding like we see on the Marquis de la Force entry. Check your date tabs - they're off in a couple of places.

For Concert Oratorio, list the major work first and only list roles when clarification is appraisal needed (e.g. Pilatus). Voltaire? We will assume your role is baritone soloist, and there should not be a role listed for works like the Peter Maxwell Davies (I do not know the Brottmann but I'm assuming the objectives same is true for that). For Education, list the institution first, then the degree + major as a single entry, then the year. Personal Samples? This may be just my opinion, but with the exception of appraisal objectives, your BM major I would remove all references to your work in composition and conducting. It is not relevant to your work as an opera singer. Personal Samples? Well, obviously it is relevant to you ! but everyone else just needs to evaluate you based on appraisal objectives, your singing. Likewise, I would mention your skill at piano, violin and euphonium, but get rid of the details that make it look like your attention has been divided. Processing? Let us think that singing is your singular passion, even if it isn't.

Once we get to know you better we'll find out about these other mad skills of objectives, yours. I myself have an MM in clarinet but I didn't mention that on my vocal performance resume. Do mention that you speak French well. No need to list the languages you have sung in - we will surmise most of that from your performance experience. I suppose you could list something like proficient singing diction in what Czech, Russian and Norwegian but I think it's not necessary unless you are auditioning for objectives, an opera in one of those languages. Write Comparative? If Onegin is on your aria list we will see that you know how to sing in Russian. So those are my suggestions. However, everything is laid out very clearly here - this is already a very well-designed resume! Permalink Reply by appraisal Joel Balzun on October 18, 2014 at 12:51am.

Thanks Claudia - all of those suggestions were extremely helpful! I think my resume looks less cluttered now. and now I have room to add a couple of important notes that I felt were important (world premieres, etc.) - I've uploaded it again, as I want to see what you think of the alignment of the Teacher/Coach/Director/Conductor section. and of course anything else you may notice. also, another question. Functionalist Sociology? You mentioned in the article to appraisal, use the same heading style for your repertoire list. on film, my resume, I have a thumbnail of my headshot. Would I omit that on my repertoire list? Wow, Joel! This is appraisal objectives fantastic. Definition? Everything is so clear. Your resume now does exactly what you need it to - present a clear picture of appraisal, your performance experience and training at a glance. Great job! The only further suggestions I have would be 1. don't include Cowtown w/ your degree programs - we can see that you did this festival from your performance history and it isn't on the same level as a BM or MM and 2. Tab the column with your degrees rather than centering them, as this would be more consistent with the school prague overall layout.

Permalink Reply by Courtney Ruckman on October 18, 2014 at 12:29pm. Thank you for offering to proof read and edit our resumes! I enjoyed reading your article and appraisal, other ones on the musical exchange site. There's so many great resources available now! Hi Courtney – looks pretty sharp! Switch to a serif font. You do not need to state which events are upcoming, even if the dates do not make that immediately clear.

We just need to see what you're up to, not whether or not you've already completed the assignment. So I'd get rid of those asterisks. Transaction Processing? Do not capitalize elisir or amore Tweak the tabs a little to make things less crowded and balance out the space between columns. The main fix is to make it so that (Barab) does not need to be in appraisal objectives a smaller font, but the whole layout will benefit from more even spacing. Put the name of the competition first and your place in riverside the next column. Appraisal? Consider deleting the bottom two - they were a while ago, they aren't as prominent as many of the transaction processing others, and this section need not have so much space devoted to it.

For training and education, find a way to make your BM stand out. Even though it is earlier than the rest, I'd list it first and then leave a space between it and the other training programs. Objectives? Name your major (was it voice performance?) Only include those special skills that are applicable to opera performance. For dance, list those forms that are useful and perhaps years of training. Judo could apply for school, stage combat, I suppose, but yoga and zumba not so much - I'd leave them off. List your instruments. We don't need to know you've recently taken up running, so delete that part. Hope you'll find these suggestions useful - post again when you have decided on appraisal objectives, any changes!

Permalink Reply by Joyce DiDonato on October 18, 2014 at 4:31pm. Claudia! Thank you for compiling this article. It's hugely helpful. And SAM! Thanks for pitching in! (Go Shockers!) I just wanted to chime in film voltaire and say that your resume/bio (as well as head shot) is your very first line of attack in appraisal objectives securing an audition. Swot Samples? Treat it as seriously as if you were applying to appraisal objectives, the top law firm in the country, or for a position at school, the White House. It will speak volumes about your professionalism and your dedication.

There are a LOT of wonderfully talented singers out there, and appraisal, if it comes down to a small thing giving you the personal analysis edge, let it be this - something you have full control over! Also - my humble $.02? Don't lie. Don't exaggerate. You will be found out, and objectives, people will see through it.

Tell the truth, and then let your singing do the convincing. Wishing you guys all the what the protestant best! Permalink Reply by Claudia Friedlander on October 20, 2014 at objectives, 11:56am. Thank you so much for weighing in, Joyce! Now that we are reviewing applications for your master classes, I can enthusiastically confirm that the content and layout of a singer's resume is indeed of great importance. The video submissions are crucial, but they can only tell us so much about the definition breadth of a singer's experience, repertoire interests, and training. The fiercer the competition, the appraisal objectives more important these details become.

And yes: never lie or exaggerate on your resume. Our world is film so small that you will be found out. I was once on objectives, an evaluation panel and candide, received the resume of a singer who claimed to have been in the cast of the workshop/premiere of a contemporary opera that a student of mine had participated in, so I knew she hadn't been involved! She must have thought that this was so obscure that no one would know, but boy was she was wrong. We really were only evaluating the strength of the applicants' demos, too, so it didn't matter whether or not she had tons of objectives, performance experience, but the fact that she lied took her out of the functionalist sociology running immediately.

Permalink Reply by Emma Lynn on October 21, 2014 at 12:39am. Thank you so much for offering to do this, this is exactly what I've been looking for! I am at a much earlier stage in appraisal objectives my career than some of the how to write other singers. I'm currently applying for graduate school and definitely don't have as much professional experience, but I would love your opinion! There are a few areas in which I would like specific feedback, the appraisal objectives first being how much information I need to definition sociology, provide about concert engagements. If I was hired to appraisal objectives, sing just a few selections on a bigger program, how should I denote that? I don't want it to appear as thought I'm obfuscating or making engagements look bigger than they are, but I'm afraid of adding too many qualifiers for fear of clutter. Secondly, I have an transaction processing eyebrow ring, and I have heard various opinions about whether or not I should wear it for head shots and appraisal objectives, auditions. Some say, no problem, they can imagine you without it, as much as they can imagine you with a wig on what the protestant, and others say that it's unprofessional. What do you think? Thirdly, I also uploaded two head shots, and I would love your opinion on which you think is more appropriate (or if they're egregious and I should get different ones. )!

I understand that as I get more roles and more experience I will weed out some of the smaller things currently on my resume, but I would love any feedback as it stands now! Okay Emma! I will help you organize your resume, but I need you to do some homework for me first. To the best of appraisal, your ability, bring the film candide voltaire format into appraisal objectives, alignment with the guidelines we have presented here: Keep it to one page. Use a serif font. Personal Swot Analysis? Get the tabs aligned properly - there are dates and other info scattered all over the page, and they need to appear in neat columns.

Post it again, and then we'll go into further detail. And don't worry - it looks like the basic content is all very appropriate. It just needs to be presented in a way that we can read it quickly and easily. I'm also happy to vote on objectives, your head shot, but I request that you repost your options to the head shot discussion so that out other members can read our interaction in context and benefit from it. As regards your eyebrow ring: The general rule for audition presentation and attire is to make yourself look as flexible as possible so that it is easy for panelists to envision you as a variety of school prague, characters in appraisal productions they are casting (and you may not even know what those are). So while you want to look stylish and attractive, to a certain extent you also need to be a neutral screen that they can project things onto. This is helpful for you also, because you may have to candide, embody two or three very different characters in the course of your audition, and appraisal objectives, you want to be able to easily slip in functionalist definition sociology and out of them - while one of those characters might rock an eyebrow ring, probably all of them don't. So do not wear it in auditions.

It's important to let your creativity and personality shine through in auditions, but the best way to do that is with your singing! We will cover issues like this in greater depth in a future post on Audition Preparation Etiquette. Permalink Reply by appraisal Emma Lynn on riverside school, October 21, 2014 at 12:57pm. I have done some rearranging! Instead of having an Opera column, because I don't have much experience there, I created an Opera Excerpts column so that I don't have to denote which are partial roles.

For the appraisal Concert section I modeled it after some of the other resumes that have been posted, but I'm still not sure if I'm happy with that area, so I would love any feedback that would make it more clear and concise! I specialize in film voltaire art song, and many of the appraisal programs I do are quite varied, so it's not as clear cut as just listing an oratorio and the composer. How do you suggest I present that information? Thank you so much for your help and advice! Permalink Reply by Emma Lynn on October 21, 2014 at write, 1:04pm. I have done some rearranging! Instead of having an appraisal objectives Opera column, because I don't have much experience there, I created an Opera Excerpts column so that I don't have to denote which are partial roles. For the Concert section I modeled it after some of the personal swot samples other resumes that have been posted, but I'm still not sure if I'm happy with that area, so I would love any feedback that would make it more clear and concise!

I specialize in art song, and many of the programs I do are quite varied, so it's not as clear cut as just listing an appraisal oratorio and the composer. How do you suggest I present that information? Thank you so much for your help and advice! Carnegie Hall Musical Exchange. Connect with other young musicians (ages 13 and up), share your performances and transaction definition, compositions, and join creative projects led by professional artists from Carnegie Hall.

Digital music workshops produced by Carnegie Hall in partnership with Building Beats are supported by the Hive Digital Media Learning Fund in the New York Community Trust.

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analyze data essay 2 How to Frame Evaluation Questions. 4 How to Set up the Spreadsheet. 5 When to Use Which Types of Test Scores. 6 How in the World do I Analyze the objectives, Data. 7 How Can I Present My Evaluation Findings. 9a Step-by-Step Instructions: Data Analysis. Analyzing and Interpreting Assessment Data. Introduction to personal swot analysis, Analyzing Your Data.

What About Statistics? TIPS: How Different Kinds of Scores Can and Can't be Analyzed. Matching Statistical Analyses to Evaluation Questions. Example 1 Question 1: Oral proficiency scores. Objectives? Example 2 Question 2: Academic proficiency categories. Interpreting Your Data.

Now you have figured out your evaluation questions, set up your spreadsheet, and entered all the relevant and interesting data into it. Personal Analysis Samples? The next step is to make sense of appraisal all this data! That's what we mean by interpreting the data. How do you summarize all that information in a way that can answer the evaluation questions? That's where data analysis comes in, and the way you analyze the data depends on the nature of the evaluation question and the nature of the write essay, data. Objectives? Introduction to Analyzing Your Data. System? Analyzing assessment data allows you to interpret your student outcomes: Do you understand your population and the effects of your program? Meaningful data interpretation can be guided by questions such as the following: Are data disaggregated by important background characteristics such as:

Language background (ELL vs. R-FEP vs. EO) [by the way, this is where that coding you did in Section 4 can be really critical, so be sure that you were consistent in codingwe'll see why later on]; Social class/parent educational background; Parent education varies tremendously. CRESST research with more than 30,000 students shows the significant impact of parent education on student reading achievement as much as 15 percentile points, even within the appraisal objectives, ELL population. Students with special education needs. How do your results compare with district and/or state averages? Do you know the research associated with your language education model? How do your results compare? (The appendix section has research data to which you can compare your results.) The rest of this discussion will help understand how to approach data analysis and interpretation in film candide voltaire, a way that you can answer these kinds of questions.

To do so, we need to lay some groundwork in some basic statistical concepts and an understanding of the kinds of assessment scores a program will typically use. You do NOT need extensive knowledge of statistics to do your evaluation!! Many educators worry about statistics when they think about evaluation, and they believe that statistics sound too complicated. However, statistics are simply a tool for data analysis and we will show you how to use this tool in a way that is hopefully not too complicated. What statistics do you need to know? Just a few statistical methods will answer most typical evaluation questions. Appraisal Objectives? These methods fall into the category of descriptive statistics and include: Most evaluations typically will not require sophisticated statistical methods such as correlation, chi-square, analysis of variance or regression. Thus, we will not describe these approaches in this basic Toolkit. If you are interested in these approaches, you can discuss them with your district assessment staff or university faculty, or consult statistics books. Means (same thing as Average) -- the arithmetic average you can easily compute it by adding all the values and swot analysis dividing by the number of cases.

Compare means does just that. Appraisal? It takes two or more sets of test scores on the same test and compares the means (averages). The sets of scores can be: from riverside prague, two or more different groups of students, to see which had the higher average (e.g., ELL vs. R-FEP students; students on free lunch vs. students not on free lunch), from the same group of students tested more than once to appraisal objectives, see whether students made gains, losses, or stayed the same over a period of time (e.g., ELL third graders in the fall and that same ELL group in the spring; ELL second graders vs. that same group of ELL students in third or fourth grade ). Note : In order to use this statistical procedure, students must be coded for the comparisons you want to make. Transaction System Definition? For example, if you want to appraisal objectives, make comparisons of ELLs vs. R-FEPs, then you have to set up your database so that you have a variable, like language background, in which you distinguish students according to that variable (e.g., ELL vs. R-FEP vs. Write? EO). This is why you need to think ahead about coding your data, so you can be able to analyze it in the ways that are useful to you. (See examples in objectives, Section 4 of the Toolkit.) Standard deviations tell how widely scattered scores are around the mean. The bigger the standard deviation, the greater the difference among the scores.

For example, if you tested a group of sociology students on a reading test and then averaged (or computed the mean of) seven students' scores -- 35, 40, 45, 50, 55, 60 and 65 -- the mean would be 50. Objectives? If you averaged a different set of what caused seven students' scores -- 47, 48, 49, 50, 51, 52, and 53 -- the appraisal, mean for this group would also be 50. But there's obviously a lot of difference (or deviation) between the scores in personal swot, the first setmuch more so than in the second set (i.e., in the first set, there are much lower and higher scores than in appraisal, the second set, which are grouped closer together) and that difference is voltaire captured in the standard deviation. Objectives? Range refers to the highest and lowest scores in a set of scores. In the riverside school prague, example above, the first data set had a range of 35 to appraisal, 65.

The second set of scores had a much smaller range, 47 to system, 53. Remember that both sets of scores had the same average, 50. The range shows how much territory the scores covered. Frequency counts are merely the appraisal objectives, number of scores or people in a category. For example, how many students are placed in each proficiency category, how many students were native English speakers, how many were in the third grade, etc. Personal Swot Analysis? Crosstabs tells how many students or scores are found in the intersection of two categories. Appraisal Objectives? For example, how many third graders were native Spanish speakers, how many students who scored at the intermediate proficiency level in 2005 also scored as intermediate in voltaire, 2006, etc. Appraisal? [Note. The database would have separate columns for each variable you were interested in transaction processing system definition, crossing or intersecting in this example, that would be language groups, grade levels, 2005 proficiency levels, and 2006 proficiency levels.

See Section 4, Example 1 for information in how to objectives, do this coding]. Functionalist Definition Sociology? By the objectives, way, most of these statistical terms appear in the Glossary, so in what the protestant reformation, case you come across them later, you can look them up in appraisal, there. Analysis Samples? HINTS . These are very simple statistics, and if the database is set up following the Tool Kit guidelines, they can be calculated in a matter of seconds (using a computer). The trick is to know when each of those statistics is appropriate. To know which statistics are appropriate, it's important to objectives, know something about test scores, so you may want to review Section 5 from time to time. Candide? Note: You will need to familiarize yourself with whatever statistical analysis program you have selected. The terminology should be pretty consistent across different software programs, but the actual steps to conduct the analyses may vary a little.

The terminology we will use in examples here is appraisal objectives from the Statistical Package for the Social Sciences (SPSS). We have provided a sample spreadsheet and step-by-step explanation of how to transaction processing system definition, do statistical analyses in Section 9. Appraisal Objectives? After reading this section, the guidelines presented in Section 9 can be used to practice the school, procedures described here. SPSS is available for appraisal objectives, purchase at personal swot analysis samples www.spss.com (for PC's: http://www.spss.com/spss/ and for mac's: http://www.spss.com/spss_mac/system_req.htm). First, check to see whether your district office has a site license, which would enable you to use it for objectives, free. There are additional tutorials on how to use SPSS at the following sites: http://www.psych.utoronto.ca/courses/c1/spss/toc.htm. TIPS: How Different Kinds of Scores Can and Can't Be Analyzed.

Descriptive statistics means, standard deviations, ranges, compare meansare appropriate for NCE scores, standard scores and scale scores (described in Section 5). These kinds of scores are called interval scores because the amount of change between any two consecutive scores is the same whether they're high or low. They are like a thermometer in that regard. A one degree change from 41 to 42 is the same amount of change as from functionalist sociology, 65 to 66. Some descriptive statistics means, standard deviations, compare meansare not appropriate for percentiles, grade equivalents, or any kind of categorical scores, including stanines and appraisal performance levels (described in Section 5). These kinds of scores are called ordinal because they tell who's higher than whom, but not much else. The amount of change for a student moving from Level 2 to transaction processing definition, Level 3 isn't necessarily the objectives, amount of change for a student moving from Level 3 to Level 4. Processing System Definition? Frequency counts and crosstabs are appropriate for performance categories. You can state how many and objectives what percentage of students scored in different levels at different points in time. Caused The Protestant? Frequency counts can also be used to tell how many or what percentage of students scored above or below a given percentile or grade-equivalent.

Do not attempt to average percentiles and grade-equivalents. If you want to obtain an objectives, average percentile, first average the NCE scores, then consult the NCE/Percentile conversion table (described in Section 5 and available in Appendix) for the corresponding percentile rank . Do not attempt to average performance categories or levels. A student is in level 1 or level 2 or level 3, etc. It doesn't make any sense to say, on average, students scored at level 2.3. Just count the functionalist definition sociology, number and percentage of students who scored at each level. This is also true for other descriptive background characteristics, like gender, ethnicity, and language background.

We will now consider some example evaluation questions and the types of appraisal data analyses you would use for these common evaluation questions. Don't worry if you don't understand how to do the analyses based on this section. In Section 9, we will present step-by-step directions for how to run these analyses in a statistical software program (SPSS). For now, just understand how evaluation questions are translated into personal analysis samples, statistical procedures and what kinds of analyses can be run . Matching Statistical Analyses to Evaluation Questions. Let's approach the question of matching statistical analyses to evaluation questions through an example from Section 2 of this Toolkit. Objectives? Question 1: What kind of progress have students in the different groups made in their oral and written proficiency in definition, each language? This question requires the following kinds of data to be kept in the database. First, the word progress implies changes over time, probably annually. Therefore, the appraisal objectives, database has to personal analysis samples, have scores from appraisal objectives, each year of the students' participation, clearly labeled by which year it is.

Interval-level data (e.g., NCE scores, scale scores, and total scores on instruments such as SOLOM or FLOSEM) work well for personal swot, longitudinal analysis. Appraisal Objectives? Different groups implies that the the protestant, groups of interest are known, probably English speakers and Spanish speakers, or different proficiency levels (ELL, R-FEP, EO), or maybe students of objectives different ethnicities or SES statuswhatever your question of interest is. The groups of interest have to be coded in the database in order to conduct analyses on them (See Section 4, Setting Up the film, Database.) Oral and written proficiency in each language implies at least four scores per year a score in appraisal objectives, oral English a score in oral Spanish, a score in film, written English, and a score in written Spanish. Scores on the same test must be recorded for each year. (If it's a different kind of test each year, the scores won't be comparable, and the analysis will not make sensefor example, using the LAS or FLOSEM one year and the SOLOM the appraisal, next year see Section 3 for a description of oral proficiency tests). For oral proficiency, some sites might use two testsone required by the state and one selected by transaction system, the school site. In that case, you will want to objectives, be sure you use both each year. Let's use oral proficiency in English and Spanish as an example . (The same procedures would apply to written proficiency or any other kind of oral proficiency measure.) Let's assume your project uses the SOLOM (described in Section 3), which yields scores on a scale of 5-25.

If you have separate files for each program year, bring the functionalist definition, SOLOM scores for each year into appraisal, one file. You can do this by cut-and-paste, but make sure the scores for each year line up correctly for the exact same students in exactly the same order. This is where recording the student ID numbers becomes very helpful. What Reformation? If you have skills with a statistical program, files can easily be pulled together through a merge command, which makes ID numbers critical. Appraisal Objectives? Let's say your Spanish SOLOM scores are labeled SOL_S03, SOL_S04, SOL_S05, etc., meaning Spanish SOLOM 2003, 2004, 2005, etc. The abbreviated headings may be necessary for statistical programs that do not accept long headings.

Now if you have a single column for the language groups (L1 in chart below), coded S for riverside school, native Spanish speaker and E for native English speaker (better yet, 1 for one of them and 2 for appraisal objectives, the other), you can calculate the annual averages very quickly. If you are interested in the long-range outcomes for students who have been served in the program the longest, for example, the current fifth-graders, you should select Grade 5 for the analysis and exclude the personal analysis samples, other grade levels. You can do this a couple of ways. One way is to cut-and-paste the fifth-grade students' scores into a single data file. Another is to use the select cases feature in your statistical program.

Select compare means for appraisal, your analysis. Then select each year's Spanish SOLOM scores as the riverside school, dependent variable. Then select the appraisal objectives, coded language groups as the independent variable. Click on OK, and there you will have your averages and standard deviations for each year and for school, both language groups. (To make this analysis truly longitudinal, representing growth over time, include data only for students who had scores for appraisal, each year. Scores from other students who may have dropped out or entered late may misrepresent program effects.) ( This is all explained in what reformation, much more detail in Section 9: Step-by-step guide to data analysis and presentation .) The statistical output from this compare means analysis might look like this: Average SOLOM Scores for Students Across Academic Years 2001 to objectives, 2006. By Language Background.

Selecting the compare means analysis gave separate information for the fifth-grade English speakers (E) and Spanish speakers (S) regarding their Spanish proficiency development across years 2001 to 2006. You will see that for each year, the write essay, output shows the appraisal objectives, mean (average) for prague, each group, the number of appraisal objectives students whose scores were used (N) and the standard deviation of the scores. The relatively small values of the standard deviations shows there was not a lot of difference in scores within each group. The output also provides the Total, the annual average for the combined groups of English and Spanish speakers. In this analysis, a total is candide not very meaningful and probably would not be presented in appraisal, a report. Reformation? However, note that the standard deviation is appraisal larger for the total group than for the separate groups. That's expected because the Spanish speakers had generally higher scores on film the Spanish SOLOM, and the English speakers typically had lower scores, so when you combine the appraisal, two groups, there is a greater spread of scores. These same procedures can be used to calculate any sets of means for any assessment that uses interval data (e.g., NCE scores and scale scores).

For example, they can be used to calculate the voltaire, average NCE scores for a standardized reading test, or comparing English and Spanish speakers (or any other groupSES, language proficiency, etc) in the third (or any other) grade level(s). (Statistical output may mean a lot to the person who runs the analysis. Section 7 will show how the objectives, output of these analyses can be clearly presented in tables and graphs, making them easier for most audiences to understand. If you want to see this data presented in a chart, see Figure 1 in Section 7.) What if you are using scores that are performance categories or levels ? Those cannot be averaged. The best way to school, analyze those scores is by frequency counts, that is, how many students in each language group placed at each level each year? Most language proficiency tests yield proficiency levels, but let's use academic achievement as an example to appraisal, illustrate performance categories. Under NCLB accountability, schools are required to how to write comparative, report percentages of students who meet the standard of academic proficiency in such subjects as reading, language arts and mathematics. In various states, students typically are categorized as Proficient or Advanced; Basic; and Below or Far Below Basic. Let's examine the evaluation questions: Question 1a : Do English learners in our program show improvement in their performance in English language arts? Question 1b : How do English learners in our program compare with English learners in other programs in our district in English language arts? Analyzing the appraisal, data to answer this question makes the exact same assumptions about your database that the previous example did. The only difference is that this time, you have separate columns of scores in English language arts for two consecutive years, and those scores are in the form of performance categories or levels.

They could be coded 1 for personal swot analysis samples, below basic, 2 for objectives, basic, 3 for proficient and advanced, or you could use a letter code. (There's an advantage to the numeric code we'll mention later. For more information on coding and data entry, see Section 4.) The easiest way to caused the protestant reformation, derive the answer to appraisal objectives, the question is school through the crosstabs analysis, which is considered a descriptive statistic. Let's say you want to compare your third-grade ELL students in 2004 with the rest of the district's ELL students that year. Select the 3rd grade students for that year. Locate the Descriptives function in your statistics program. Then select Crosstabs. The program will ask you what you want in appraisal objectives, the columns, and what you want in the rows. It doesn't matter which you choose you choose for row and which for column: select language code (for ELL, EO, etc.) for one, let's say columns, then the Language Arts performance categories for the other, let's say rows. Click OK, and voila!

You'll get a table showing how many ELL students were in each of the performance categories, and how many EO students were in each . Wait a minute. Our evaluation question didn't ask about the protestant reformation comparing ELL and EO. However, given the set-up of the database, this was the appraisal objectives, easiest way to get the personal swot analysis samples, information you wanted. You can just cut and paste, or re-enter, the ELL information into appraisal objectives, a table in your word processing program and ignore the write essay, EO information. (However, in fact, you'll want to save this output and use the EO information in a separate analysis.) Do the objectives, same thing for the fourth grade data, remembering that we mean fourth grade of the subsequent year, so it's really the same students. With the number of ELL students in each performance category, you can calculate the percentages, and swot samples you can get something that looks like this. Percentage of ELL Third and Fourth Graders in objectives, each Performance Category. in Reading/Language Arts. This analysis answers the second part of the evaluation question. ELL students in the program do show improvement in English language arts as measured by the state test because, from third to fourth grade, the percentages in the proficient/advanced category increased dramatically, and the percentages in school prague, the below basic category decreased dramatically. (To see this table in chart form, click here see Figure 2 in appraisal objectives, Section 7.) For the second part of the riverside, question, how do English learners in our program compare with English learners in other programs in appraisal, our district in English language arts, the exact same information in the above table can be used. It just needs to be placed side by side with the comparative essay, district data. That information should be readily available from the district office. ( In California, you can consult the California Department of Education website to gather school-wide, district-wide, and state-wide data for various subgroups of students--click here) If you focus on the more recent data, that is, the appraisal objectives, fourth grade data, you might produce a table that looks something like this: Comparison of how to Percentage of ELL Fourth Graders in TWI vs.

District. in each Performance Category in Reading/Language Arts. The analysis answers the evaluation question by showing a much higher percentage of program ELL students in appraisal objectives, proficient/advanced than district ELL students, and a much lower percentage in below or far below basic. (To see this table in chart form, see Figure 3 in Section 7.) Note : We recommended using numeric codes for the performance categories. Here is how to write essay a good, practical reason why. The third-graders and the fourth-graders in the example were the appraisal objectives, same students over two years. Write? It is objectives easy with a statistical program (or a spreadsheet such as Excel) to subtract the third-grade scores from the fourth grade scores. The result is a new score that shows how many levels each student advanced. That would allow you to make a statement, The increased percentages in how to write essay, the top category reflect that X-number of students advanced from Basic to appraisal, Proficient/Advanced. Even more simply, you can do a cross-tabs analysis that would show change in categories from one year to the next (you would select on third grade ELL students, then use 2005 performance categories for your row and transaction processing system definition 2006 performance categories for your columnor vice versa). Appraisal? You could determine how many students in the lower two categories advanced one or two levels, how many remained at the same level, etc. We show you how to do this in Section 9. Note : The second evaluation question on the Language Arts performance compared program students with district students. If your state provides state- or district-level data, you could make those comparisons as well.

Remember that your program students are part of the district, so their data show up twice, and the comparison isn't exactly accurate. This may not be important for a small program in a large district, but the film voltaire, larger the program population is in relation to the whole population, the bigger the problem it is. Objectives? Interpreting Your Data. The examples above made several different kinds of comparisons, some of them implicit, some of the explicit. They provided data that: Compared Spanish-speaking students with themselves over prague, time in oral Spanish proficiency. Compared Spanish-speaking students with a standard of appraisal objectives proficient as defined by personal swot, the SOLOM.

Compared English-speaking students with themselves over time in appraisal objectives, oral Spanish proficiency. Transaction Processing? Compared program ELL students with the state Language Arts standard at two consecutive grade levels, showing what percentages were in each performance category. Compared program ELL students with themselves as third and fourth graders on the state Language Arts test. Objectives? Compared program ELL students with district ELL students in personal analysis, their performance on the state Language Arts test. Any evaluation question implicitly or explicitly contains comparisons. Our evaluation question implicitly called for a comparison of students' language proficiency with a standard of proficiency. The ensuing analyses provided comparisons of students' performance with themselves within each language group and performance between the language groups. Comparisons typically fall into three categories: Comparisons between students' performance and appraisal objectives a performance standard, e.g., number or percentage of students who become proficient; number or percentage of students who meet grade-level expectations in academic content areas; number or percentage of parents who express satisfaction with a program's benefits for their children. Functionalist Sociology? Comparisons of objectives students with themselves over caused reformation, time, e.g., increasing average SOLOM scores from appraisal, year to year; increasing numbers or percentages of students who demonstrated academic proficiency from year to year; number or percentage of students who were proficient in a given language at the beginning and the end of a program.

Comparisons of students in different groups, e.g., comparison of ELL students in the protestant, the program with ELL students statewide or in the local district in academic proficiency; comparison of language proficiency progress between students who began the program with different degrees of native language proficiency; comparison of appraisal objectives students' language proficiency outcomes in different program models. In the second part of this section, we gave examples of voltaire outcome evaluation questions in addition to the one illustrated above. Let's look at some of objectives them and identify the implicit or explicit relevant comparisons. What are the academic achievement outcomes for students from the different language groups at different points in time? This question contains three implicit comparisons: Annual comparison with an academic achievement standard; students' comparisons with themselves from year to year; and comparisons between students in prague, the two language groups annually. Do students who enter a dual language program with stronger native language proficiency show higher outcomes than those with weaker native language proficiency? This question contains implicit comparisons with a standard of native proficiency, without which it's impossible to say who is stronger and who is weaker.

The comparisons are made at least at appraisal objectives two points in time, at the beginning of the program and the end of the program. The comparisons are made between two groups of students, those who initially demonstrated strong native language skills and those who demonstrated weak native language skills. What attitudes do students and their parents demonstrate toward their participation in the program? The principal comparison in this question is against a standard, the standard of candide program satisfaction. Presumably, surveys or questionnaires have been constructed with a series of statements that represent a favorable attitude toward the program. Parents and students may answer agree if they are happy with the program. That's the standard.

Then students' and appraisal objectives parents' responses can be compared. Thus, we have comparison with a standard and comparison between two groups.

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essay plays 2017 Steve Campsall. write about a play. - Also read the accompanying English biz guide to essay writing - Whether for controlled assesment or exam, writing about a play needs extra care. You will perhaps only have read the play in class so take care to keep in mind that plays are written for the stage, not the page. What the audience sees as well as hears - stage action and setting - must be at the heart of your analysis and discussion. Only if you analyse from the perspective of the play's audience , will you be able to recognise the effect the play is having on them and appraisal understand the purposes intended by the playwright - always a two-fold purpose, for plot and theme . Be sure you understand the full implications of what the protestant reformation this - read on! STAY FOCUSED ON THE PLAY'S DRAMATIC ASPECTS. Be sure to consider the methods used , the effects created and the purposes intended of the following dramatic aspects: structure, thatis, the effects of sequences of action, a key plot device.

the creation of intrigue, tension and suspense - the key elements of an effective plot. Another pitfall to objectives avoid. Not knowing the play well enough is the single biggest cause of functionalist a low grade. Objectives? Fortunately, it's easily resolved. Voltaire? so focus on the higher grade that'll be in store for you and spend some extra time re-reading and reflecting on the play itself. A good essay can never be written without a good knowledge of the text - don't kid yourself otherwise, please. What will also help is to get hold of a good study guide . Appraisal? Click on candide, one of the links below to find one free online. Pre-1914 plays pose special difficulties as they are often written using complex and formal language. A study guide will be particularly useful if you are studying an older play. You're never going to know all there is to know about the play you're studying so, if you've read and discussed it in appraisal objectives class and then re-read it at home along with a good study guide, you have done all that can be expected. Of course, this guide will help, too! If you're revising for an exam, ask your teacher to let you have a few past exam questions to practise on.

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Because interpretations are opinions not facts, they will need supporting by referring to appraisal objectives the aspect of the text that caused them to arise. Write Comparative Essay? For more on this, see the English biz guide to essay writing by clicking here . You should also consider evaluating how successful or otherwise you believe the playwright is being. You might consider this in the light of the play's likely effect on different kinds of audience - a modern audience and the original audience for the play. Below is an example of interpretation based on Priestley's play An Inspector Calls. Don't worry if you don't know this play - you will still get a good idea of what is being done.

The purpose of the interpretation is appraisal objectives, not to personal samples show what you should be able to achieve but merely to show what can be achieved - and just how much can be said from so little! BIRLING : Well, it's my duty to keep labour costs down, and if I'd agreed to this demand for a new rate we'd have added about twelve per cent to our labour costs. Does that satisfy you? So I refused. Said I couldn't consider it. We were paying the appraisal objectives, usual rates and if they didn't like those rates, they could go and work somewhere else. It's a free country, I told them. What kind of exam questions can be expected? 1. Questions based upon an extract from the play.

Usually the exam paper contains three questions on the play you have studied, the first of which is compulsory followed by a choice of film candide answering one other question from two alternatives given. The first question will usually be based upon a short extract printed out in the exam paper. This will usually concern a character in appraisal the play or the relationship between characters; it might also ask how an effect is caused the protestant, created, such as tension. 2. Objectives? Questions based upon a character, theme or an important aspect of the play. In this part of the functionalist sociology, exam paper you are given a choice of two questions from objectives, which to answer one.

WAYS TO BOOST YOUR GRADE. Analysing and writing about a play means writing from the perspective of the play's audience . Definition Sociology? This is very important . Doing this will transform your essay if you keep it in mind. Your aim should be to analyse BOTH the language and the stage action as if you were sitting in the theatre watching the action unfold before your eyes . Of course, you are more aware than the audience. You know, for example, what is to appraisal come at any point. You will, therefore, be able to write a fuller account than a member of the audience could at any point - but discussing what the film, audience are feeling and objectives thinking will mean you will write about the what, structure of the play, which is such an important aspect as it reveals important aspects such as the effect of entrances and exits, of objectives costume , setting , dramatic irony and tension . You will need to select appropriate quotations and film voltaire descriptions of stage action from your play to support the points you are making that will be developing your argument which forms the answer to the essay question ( find out more here ). When you do this, be sure to objectives explain and comment on the effects on the audience both of the language used and on aspects of stagecraft and dramatic devices . You need to take account of what has already occurred in the play , and show how this develops the audience's sense of sociology what might happen next . You need to look for and explain the dramatic techniques used in the play, as suggested above, for appraisal objectives example, the use of dramatic irony . These methods - some linked to the language of the play, some linked to the action on stage will put there by the dramatist to create specific and prague useful effects on the audience and appraisal each of these will have a purpose attached to it, perhaps to develop a character, create a mood or tension , develop the plot or explore a theme . Always remember that the purpose attached to caused a specific effect of language, interaction or stage action will be for a local effect at this point in the play, and will in some small way be contributing to objectives the play's overall effects or theme. Be sure to discuss BOTH of these purposes to riverside school gain most marks and impress the examiner (see the box below for more on this).

Remember, too, that as audiences change over time it will be necessary to discuss how the play's original audience as well as a modern audience might react to the play, and how relevant the plays action and themes are to both kinds of audience. EFFECTS, METHODS AND PURPOSES. Whatever your essay question, you will be expected to objectives look for and explain the effects the play is analysis samples, having on objectives, its audience, the riverside school prague, methods being used to create these effects and the possible purposes behind them. Remember - there will always be two levels of purpose to discuss: first, there will always be what you might call a 'local' purpose - something to do with the point in the play it occurs and quoting from; this will always be linked to some local aspect such as development of appraisal objectives a character , creation of mood or tension , development of the plot , helping the audience relate to or engage with the action and so on. But - as no part of what caused reformation a play is there for objectives no reason - there is very likely to be a secondary overall purpose that you can discuss - and film candide this will be linked to the themes of the play. If your essay question involves discussing an extract from the play, the key thing to appraisal objectives remember is that the audience cannot know what follows the extract (even though you do!) - so part of your answer needs to discuss just this point and explain what effect the extract will have on changing what the audience knows up to this point : has it created dramatic irony, has it changed the mood, is it developing characters, tension, etc. Why is this done?

How does it prepare the riverside school, audience for what is to follow? You will often also be expected to consider the effects of context - especially with regard to the different kinds of audience and objectives how its members might interpret the play. Never forget, too, that no fixed interpretation is likely to be satisfactory - always try to consider other ways the action and language of a play might be understood. In a drama essay, your purpose is candide voltaire, always to explore, explain and discuss the appraisal, various significant ways by which the tools of drama have been used to entertain and engage the audience, persuading them to think about the world in a certain way - the dramatist's! The ideas explored by are called the play's themes and themes are always made clear through the play's characters and action. All essay questions will concern some aspect of system theme and character. Drama is entertaining and a night out at the theatre is objectives, something many people look forward. Prague? Today, not realising what an interesting experience they are missing, of course, most people's experience of plays is not that of appraisal live acting at a theatre but the recorded and edited action of TV.

Plays are a unique and very special form of processing system definition literature because they are based on objectives, a combination of language and personal samples action and are the vision of two important people: the playwright and appraisal the play's director this vision is definition sociology, coupled with the objectives, enormous hard work of a company of riverside school actors and back stage personnel. Appraisal Objectives? Plays are designed both to entertain by reformation capturing the imagination and to persuade by capturing the mind. Playwrights are often very political creatures who are particularly sensitive to what they perceive to be the appraisal, wrongs of society . Personal Swot Analysis? Their plays are often a vehicle not just for entertainment but for the expression of the objectives, playwright's ideas and concerns. These are called the personal swot, play's themes . A modern televised play can stir the imaginations and consciences of millions of people and change minds in a way little else can. It is appraisal, because of this that drama has always had the potential to candide be a radical form of literature indeed, in appraisal objectives Shakespeare's day, many plays were banned or had to be performed secretly or outside of the city's legal limits to avoid censorship or worse: more than one playwright was imprisoned and worse for their work. Whatever your essay question, you cannot tackle it well unless you understand the themes of your play and often, to understand the themes of swot samples a play fully, you need to have some idea of the playwright's context , i.e. the time, place and situation in objectives which he or she lived and samples wrote: the aspects of appraisal their time and how to society that motivated and inspired them to appraisal write about what they have, in the way they have. For help with particular plays click here or here for free study guides that will help you understand your particular play's themes and characters as well as the relevance or not of the playwright's context.

Themes, of course, are just ideas and ideas cannot be put on a stage except through a play's characters . So, the study of a play always involves the school, study of who its characters are, what they do, how they do it, who they do it to, as well as what they say, how they say it and who to. Appraisal Objectives? that is, the action and language of the play! CHARACTERS AND ACTION. A vital aspect of a play is its characters, what they do and what the audience come to how to think about them (are they sympathetic or antagonistic, for example?). Appraisal? Most essay questions concern either the themes or the transaction processing system definition, characters of appraisal objectives a play. But a question concerning a character is often just a hidden question about themes - so it is probably true to say that most questions about plays involve themes in one way or another. Who a character is, what they say, how they say it, what other characters say about them, how other characters act around them and so forth all help to build up a character in the audience's mind.

Do you like a particular character? Why? Do you empathise with him or her or even sympathise with their plight? If so, think about what it is that makes you feel this way perhaps some aspect of the way they are being treated by their society? This is a theme of the play.

Your sympathy and engagement with this character is persuading you to accepting the playwright's ideas or themes. And just because their society is, for example, Italy in the olden days, does not mean that the school prague, ideas are old hat. Society may have evolved technologically, but not always in other ways. Shakespeare's views on human relationships, and Arthur Miller's views on society are, in many ways, still very valid today. Do you dislike a particular character? Again, why?

What are they doing to be disliked? How are they being presented? Are they created as a stereotype - a kind of stock character ? What ideas occur to you when you watch them? Again, these ideas are linked to the themes of the play. The effects and purposes behind the appraisal, playwright's use of stagecraft are as important in comparative your analysis and essay as the appraisal objectives, choices and uses of language.

Always consider how what is said in riverside school a play fits in with the following aspects of stagecraft: Where and when the action occurs. How a character is dressed. What a character does. The division of action into scenes and appraisal objectives acts. the passing of time the introduction of a conflict the build up to a climax of action the resolution of problems the use of disguise the riverside, use of coincidence the use of dance, music and song.

This is the commonest and often most important dramatic device used by a playwright to engage and involve the audience in their play. Dramatic irony occurs in all kinds of drama (look out for it on objectives, TV next time you watch a soap or drama). It occurs when you, as a member of the prague, audience, are allowed to know more than a particular character knows on stage. Appraisal Objectives? This creates a very effective level of engagement between the audience and the characters. Members of the audience become involved in the action because they feel they ought to 'step in' and help the character - but obviously they cannot. This creates tension and involvement - and even sympathy . Do you remember the what reformation, use of dramatic irony in childhood pantomimes when you actually could shout out to a character in a play, 'Watch out - he's behind you!' ?