Analysis Of Tuesdays With Morrie By Mitch Albom - 1092 Words

â€Å"I leaned in and kissed him closely, my face against his, whiskers on whiskers, skin on skin, holding it there, longer than normal, in case it gave him even a split second of pleasure† from Mitch Albom’s novel, Tuesdays with Morrie (2007). Facing death and the unknown, Morrie talks with his pupil, Mitch, about his (Morrie’s) path through ageing and then, to death. An inspiring novel of a former professor and sharing his perspectives with a younger, man’s heart softening with the professor’s words of wisdom. Discussing ageing and what it means, fearing ageing, developing a fulfilled life, death and the meaning thereof, fearing death, and obtaining a positive attitude about an inevitable life event, are all important aspects to communicate with others. Knowing and having an understanding of what ageing stands for, remains an important step, growing-up or growing older and ageism are theories about older individuals. Ageism includes preconceptions that elderly are categorized for their age and perceived as weak, and incapable of performing tasks and needy of others (Quadagno, 2014). Another view about elderly individuals is the way they are looked down on by the younger society, i.e. elderly are not as intelligent as their younger competitive working force. People fear what they do not know and do not understand. Age transpires as something that must be lived through in order to understand what ageing means; looking back on one’s life and seeing accomplishments made,Show MoreRelatedAnalysis Of Tuesdays With Morrie By Mitch Albom1294 Words   |  6 PagesThe memoir Tuesdays with Morrie by Mitch Albom, is about a former college student and his ailing professor going through the significant aspects of life. The main characters, Mitch and Morrie, each portray different characteristics. Mitch begins to internally change and develop more character as Morrie’s state of being becomes more conflicted. Meanwhile, Morrie gains a new perspective on life but continues his positive and realistic point of view despite his diminishing health. Read MoreAnalysis Of The Book , Tuesdays With Morrie, By Mitch Albom1055 Words   |  5 Pagesable to create literary truth. Tuesdays with Morrie is a book about Mitch Albom’s companionship with his college professor, Morrie Schwartz. The memoir details the meeting that Mitch has after years without any contact to his college professor. Author Mitch Albom was a sport journalist before he transitioned to be a novelist and he wrote a collection of 7 books in total. Tuesdays With Morrie was his first book and originally written to cover the medical bills of Morrie Schwartz. Within all genresRead MoreTuesdays with Morrie Essay1074 Words   |  5 Pagesquote by Bob Cameron, discuss how effectively Mitch Albom, author of Tuesdays with Morrie, uses plot and story, character development, point of view, theme, and symbols to convey his mesage. Include your personal thoughts and views, as well as textual references, to support your opinions. In Mitch Albom’s Tuesday’s with Morrie, Albom detailed his personal experiences with his professor Morrie Schwartz. Mitch also expressed how influential Morrie was to his friends, relatives, patients, andRead MoreHow Should We Accept Inevitable Progression Of Growing Old And Finally Death? Essay1369 Words   |  6 Pagesis rarely ever talked about unless as part of a classroom or at the end someone’s life. Mitch Albom’s inspiring bestseller brings to light these trials and tribulations of the aging and dying process. Tuesdays with Morrie offers advice for positive living with the aging and dying process through anecdotes and examples from the author’s interview with his elderly and dying professor Morrie Schwartz. Morrie teaches us to face up to the real problem of aging and dying in order to remain youthful inRead MoreReview Of Tuesdays With Morrie By Morrie907 Words   |  4 PagesReview of Tuesdays with Morrie Initial Reaction The purpose of this paper is to review the video of Tuesdays with Morrie. The video focuses on a relationship between a graduated college student named Mitch, and his professor, Morrie. Morrie is diagnosed with ALS and is progressively getting worse. Mitch is a busy sports writer who makes little time for anyone in his life. Mitch has not seen Morrie for several years and learns of his fate on an evening news interview. Mitch finds the courage to visitRead MoreCritical Analysis Of Tuesdays With Morrie999 Words   |  4 PagesTuesdays with Morrie Synthesis and Analysis Tuesdays with Morrie is a memoir written by Mitch Albom that documents his last thesis with his old college sociology professor, Morrie Schwartz. The story captures the compassion and wisdom that Morrie represents, but as he slowly contracts a disease known as ALS, his time is about to run out. It isn’t until 16 years later when Mitch sees his old professor being interviewed on ABC’s Nightline that this begins to change. Mitch was a student to Morrie SchwartzRead MoreThe Reality Effect By Roland Barthes921 Words   |  4 Pagesassumption to think a detail is just a part of moving the novel along. Roland Barthes, an esteemed literary critic, elaborates on this conclusion in his essay â€Å"The Reality Effect†, arguing the most superfluous details have a significant impact on the analysis of a piece of literature and that these small details are essential to a modern work of literature .The seemingly insignificant details could be overlooked, however, it is what makes the setting and actions within a work of literature appear to beRead More Comparing Mitch Alboms Tuesdays with Morrie and Leo Tolstoys The Death of Ivan Ilych3773 Words   |  16 PagesLove and Death in Mitch Alboms Tuesdays with Morrie and Leo Tolstoys The Death of Ivan Ilych One story is distinctively American in its optimism and characteristic of the 1990s in its tone; the other shows the unmistakable disposition of nineteenth century Russia. The more recent book follows the actual life of a sociology professor at Brandeis University while the other explores a product of Leo Tolstoys imagination. Tuesdays with Morrie and The Death of Ivan Ilych portray two characters

How Language Has Changed From Its Original Form Essay

Picking on a Sunday Afternoon Language is the use of complex symbols, whether spoken, shown through movement, or behavior, to communicate with others. Language may be used to share an idea, experience, thought or feeling that a person has with others that are familiar with the symbols and patterns used. Those who use a specific language must follow the rules of the language, such as grammar and syntax, to communicate with others effectively and meaningfully. Language is important in the field of cultural anthropology because it varies from culture to culture as well as within the same culture. Dialects of a culture can allow an anthropologist to identify where an individual or group came from and the reasons why their dialect has formed the way it has. Language gives anthropological researchers the opportunity to study a culture through the variations of sounds and movements the citizens of that culture make. The purpose of this study is to observe the different forms of language use d in an everyday setting and to study how the language has changed from its original form. As novice anthropologists, we must begin to recognize phonemes and morphemes through studying these sound patterns and word formations in syntax we may recognize or think is ordinary. Through this process we are able to think more deeply about the language we hear on an everyday basis while also learning how to identify social dialects as well as being able to code switch, to a limited degree. ToShow MoreRelatedChanges Due to English Evolution Affect Integrity of the Bible1705 Words   |  7 Pagesquestion whether or not the Bible had been accurately translated from its original Hebrew and Greek manuscripts. Several new English Bibles emerged in the first one hundred years after the Protestant Reformation until Christian authorities accepted the King James Version as the principal Bible in 1611 (Halkin 55). No one seriously challenged The King James Version for the next 300 years, but evolvin g changes in the English language during the past few decades have caused Biblical scholars to considerRead MoreThe Causes Of Sound Change Essay911 Words   |  4 Pagescaused by reinterpreting the features important for contrast in a language. This essay sets out to examine the position that sound changes are caused by changes in phonetic abilities of the speakers of a particular language, for reasons such as migration and a lack of exposure to similar to certain phonemes, but not due to miscommunication. I will use examples from the English language to defend this position. First, migration has been one of the major factors of sound change throughout history.Read MoreThe Main Source Of Rosenzweig s Thoughts About Translation Essay1682 Words   |  7 PagesThe main source of Rosenzweig’s thoughts about translation stems from the Bible. This can be clearly seen in the Star of Redemption, especially when he states: It is the first effect of the spirit to translate, to erect a bridge between man and man, between tongue and tongue . . . God speaks everywhere with the words of men . . . the translator, the one who hears and transmits, knows himself equal to the One who first spoke and received the word. (Rosenzweig 66) This suggests that the essenceRead MoreTranslation As A Science Or Art?1272 Words   |  6 Pagesequivalent meaning from source language into target language. Through the history, some people think translation is a science, someone define it as an art. Whether one consider translation as a science or art, or anything else, it is an activity that help people communication (Mahmoud, 2008). When it comes to translation theory, skopos theory (ST) shouldn’t been ignored. Hans J. Vemeer who proposed ST and developed it during the 1970s in Germany (Du, 2012). The word ‘skopos’ is form Greek, means aimsRead MoreExplore how and why the English Language has changed.1232 Words   |  5 Pagesï » ¿Explore how and why the English Language has changed. The English Language has changed over a long period of time due to a number of different factors which have had different effects on how the Language has progressed. Language is seen to have progressed through different stages, from Old English (beginning in the 3rd century and including the invasions of the Anglo-Saxons, which led to the creation of Englisc) through to Middle English (which may have begun in the 11th century with the ruleRead MoreWriting Self-Reflection Essay759 Words   |  4 Pageswas always haunting me from childhood,little knowing that later in my life the writer in me is taking its shape.At times I thought why I could not solve problems academic as well as personal by using the same kind of thinking which we used when we created them ,as my greatest problem was what to do about all the things I couldnt do anything about. Time passed and I set sails for SJSU.On arriving here ,I realised that I had grown wings and my perception of life had changed,so had ,my line-of-thoughtRead MoreHuckleberry Finn Persuasive Essay1571 Words   |  7 Pages the author of an extraordinary yet controversial novel; The Adventures of Huckleberry Finn had a great way of capturing moments in time and bringing them to life through the use of meaningful and direct diction. The Adventures of Huckleberry Finn has been a vexed novel for it s a use of the â€Å"N-word†. However, many scholars and associations have devised a â€Å"solution† for this problem such as, completely banning the book, creating sanitized versions, or even replacing the book for another AmericanRead More The Vietnamese Language Essay751 Words   |  4 PagesThe Vietnamese Language The Vietnamese Language is comprised of a few separate languages as well as its own original dialects. Like Many languages today, some words get added to the vocabulary of another group. The region of a place can also determine how the language is spoken, and looked at. When people move from one place to another, they bring with them their own language from their region, and it gets mixed in with the current language, increasing the vocabulary. This applies toRead MoreTips on Paraphrasing1520 Words   |  7 Pagesparaphrase what an author has said as opposed to using lengthy direct quotations. But what does it mean ‘to paraphrase’? According to the MacMillan English Dictionary (MacMillan, 2012:online), to paraphrase is â€Å"to express what someone else has said or written using different words, especially in order to make it shorter or clearer.† When you paraphrase another authors writing you rewrite their argument using your own words, phrasing and inte rpreting it in your own way. How to paraphrase Read MoreWhat Is Language Devoid Of The Social Context Of Its Creation And Use1499 Words   |  6 PagesTo make language devoid of the social context of its creation and use is to dislocate it from which it derives its meanings. Thus ridding it of its use with the only benefit of understanding what it is made up of. However, understanding what language is made of and understanding how to use it are two different things, neither of which will give you a complete understanding of language on its own. Using Gardner’s analogy of language being like a fish you dissect as well as observe within its habitat

Crim 301 Literature Review Essay - 4188 Words

Effectiveness of In-School Programs and After School programs A Review of the Literature California State University Los Angeles Criminology 301 Professor Jenny June 7, 2012 Abstract In recent years, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) noticed the increase in the number of teens between the ages of nine to seventeen being involved with gangs in the United States. While most people would agree that gang membership is an individual choice, scholars believe that it is more important to shift the focus of these programs from an individual level to a community level. This literature review examines a few of the prevention programs the OJJDP have implemented in the school’s curriculum and after-school†¦show more content†¦The program is only effective so long as the teenager allows it to be. In other words, growing up in an undeveloped community and a poor family could be contributing factors towards pushing adolescent teens towards violence, drugs, and gangs. However, it is likely that if the teen is able to shift their focus towards the positive aspects in their life, they can overcome the difficulties. I say this because my cousin was raised in a good household, yet he chose to be involved with the wrong crowd even after his parents raised him in a good neighborhood, with a good education, and participated in many extracurricular activities. After sending him off to boot camp to try and straighten him up, he still returned to his gang in which he calls his second family. Therefore, I feel biased towards the effectiveness of these programs. However, I will remain objective in researching this topic. I will look into all contributing factors and all of the preventive techniques in assessing the problem. I will also compare both programs and analyze the two programs in depth. I will look into all the factors and theories contributing to why teens would join gangs. Also I will evaluate the effectiveness of the program based on my research and not my personal experience. IMPORTANCE OF PREVENTION PROGRAMS AND THE LITERATURE REVIEW With the increase in the number of teenagers being involved with gang violence and memberships, scholars agreeShow MoreRelatedExplain Juvenile Delinquency in Terms of Hirschi†S Social Bonding Theory, with Special Reference to the Case Study6009 Words   |  25 Pages2001; Johnson et.al. 2001).   However, there are many studies which have NOT supported this conclusion (Hirschi himself in Hirschi Stark 1969; Jensen Erickson 1979; Evans et.al 1996; and Benda Corwyn 1997).   Most limitations reported in the literature center around the problems of how to measure religiosity as well as what kind of crime to measure.   So-called hellfire by itself (usually measured as beliefs about the consequences of bad behavior) does NOT tend to insulate unless the crime

Wu-Tang Clan - The W free essay sample

The W is Wu-Tangs latest CD to hit theshelves. Producer RZA and fellow Wu-Tang rappers have come together to produceyet another chart-topping, intense, rap and hip-hop album. Fourteen crazysongs that will get your heart pounding make up The W, including thebands newest singles, Protect Ya Neck (The Jump Off) andGravel Pit. Protect Ya Neck brings back the ?s beatcombined with todays style of rapping. Gravel Pit is your typical?s hip-hop tune with a beat that will get you up and dancing. Besides thesingles, The W has other great songs like my favorite, Do YouReally (Thang Thang), which has an addictive beat that will keep you comingback for another listen. Listening to the entire CD, Ive found it to beanother Wu-Tang masterpiece. Like all CDs, however, The W isntperfect. The song Jah World seems to be a clash of sentences throwntogether to make a confusing, beatless song. We will write a custom essay sample on Wu-Tang Clan The W or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also, like any rap or hip-hop CD,The W contains some vulgar language. Coming from a Wu-Tang andhip-hop fans point of view, I think, overall, The W is a great CDthat is well worth the money.

VanderMay Meff Essay Example For Students

VanderMay Meff Essay Hawton et al. (1982) reported that over four fifths of adolescents who had attempted suicide reported being unable to discuss their problems with their parents. Bhugra et al. s (2002) findings also support Geldard Geldards comments. They found, in their study of Asian and white adolescents who had self-harmed over a three year period, that one of the major risk factors for the adolescents in this study was an unfavourable family environment, including issues such as parental separation, especially in the white groups. Abuse of alcohol by a parent or sibling was another risk factor, and physical or sexual abuse at home another precipitating factor of self-harm. These problems seemed to be exacerbated by trouble with peers and problems at school, with over half of the whites and one third of the Asians reporting it. The problems at school varied, from academic problems to bullying, but whatever kind of problem it was, was a large precipitating factor. It is not surprising then, if adolescents are experiencing problems at home as well as problems at school, that they need time out. We will write a custom essay on VanderMay Meff specifically for you for only $16.38 $13.9/page Order now Taking an overdose was reported by the participants in the study as a way of getting time out from all these pressures, even if it was only for a short time (Bhugra et al. , 2002). Only two of the ninety-nine cases in Bhugra et al. s study, however, mentioned racial harassment as a triggering factor, so it would appear in this case that racism is not a major issue. This contradicts results of former studies that have implied racial issues can be a risk factor. When examining the prevalence of suicide among differing ethnic groups, the findings are apparently contradictory. MIND (1995) published statistics that suggest suicide rates are much higher among ethnic minority groups, stating for example, that immigrant status increases the risk of suicide and attempted suicide, and that Asian females have a suicidal rate three times higher for the 15-24 year age group than the national average. However, Bhugra et al. (2002), in the study cited above, found that Asian adolescents are no more likely to take overdoses. This implies that figures may have changed over the last few years. Obviously, there are bound to be discrepancies between different studies, and Bhugra et al. s study did have a relatively small participant sample, and was based purely on case notes. It would be interesting to see the results of a similar study carried out with a larger sample size, and using a more qualitative approach, to try and understand the reasons for the differences between ethnic groups, if any are found at all. This could lead to important discoveries regarding risk factors and triggers for suicide and self-harm within different cultural settings in todays society. The rate of suicide attempts in adolescents is also increased in those who have been abused during childhood, another risk factor identified in Bhugra et al. s research. Adolescents who have been physically abused can experience feelings of powerlessness and helplessness (Kaplan et al. , 1997), and are therefore more at risk of developing other risk factors associated with suicide, such as depression, substance abuse and disruptive behaviour. Sexual abuse during childhood and adolescence has also been documented as contributing to suicidal gestures and attempts (VanderMay Meff, 1982; Bagley et al., 1997). Boys who are sexually abused have significantly more behavioural and emotional problems, including suicidal thoughts and behaviour, than do girls, according to research by Garnefski Diekstra (1996). Another risk factor associated with adolescent suicide is the loss of a loved one. This risk is increased when that person committed suicide themselves, and it has been noticed that bereavement after suicide is more complicated when compared to that of losing someone through natural causes, as there can be more guilt involved (Peters Weller, 1994). .u0ade998dca8f09096bd3f600d0e97973 , .u0ade998dca8f09096bd3f600d0e97973 .postImageUrl , .u0ade998dca8f09096bd3f600d0e97973 .centered-text-area { min-height: 80px; position: relative; } .u0ade998dca8f09096bd3f600d0e97973 , .u0ade998dca8f09096bd3f600d0e97973:hover , .u0ade998dca8f09096bd3f600d0e97973:visited , .u0ade998dca8f09096bd3f600d0e97973:active { border:0!important; } .u0ade998dca8f09096bd3f600d0e97973 .clearfix:after { content: ""; display: table; clear: both; } .u0ade998dca8f09096bd3f600d0e97973 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0ade998dca8f09096bd3f600d0e97973:active , .u0ade998dca8f09096bd3f600d0e97973:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0ade998dca8f09096bd3f600d0e97973 .centered-text-area { width: 100%; position: relative ; } .u0ade998dca8f09096bd3f600d0e97973 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0ade998dca8f09096bd3f600d0e97973 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0ade998dca8f09096bd3f600d0e97973 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0ade998dca8f09096bd3f600d0e97973:hover .ctaButton { background-color: #34495E!important; } .u0ade998dca8f09096bd3f600d0e97973 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0ade998dca8f09096bd3f600d0e97973 .u0ade998dca8f09096bd3f600d0e97973-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0ade998dca8f09096bd3f600d0e97973:after { content: ""; display: block; clear: both; } READ: With Its Long Slender Body The Snakes Probably The Funniest Shaped C EssayFor these reasons, counsellors need to be aware of the nature of the loss suffered by their client. Bhugra et al. (2002) also found a marked increase in the prevalence of suicide in adolescents over the age of 14, highlighting the impact of puberty, and also suggesting that this is the age where individuation begins, causing further stresses at home. The favoured method for the adolescents involved in this study was overdosing on paracetamol, which has preventative implications. If access to drugs is restricted, then the rate of impulsive suicides may be reduced.

Sir Gawain and Feminism Essays

Sir Gawain and Feminism Essays Sir Gawain and Feminism Essay Sir Gawain and Feminism Essay Essay Topic: Sir Gawain and the Green Knight Sir Gawain and Feminism Sir Gawain and the Green Knight is a lively Arthurian romance about a young knight of the round table who takes on the challenge of a mysterious green knight who wanders into Arthurs hall. The Green Knight asks Sir Gawain to strike him with his own axe, and in one years time he will return the blow. Time passes and Sir Gawain does everything in his power to procrastinate his impending meeting with the Green Knight. He leaves for his quest, and on Christmas day after wishing for a lace to hear mass, a shimmering castle appears in the distance and the lord of the castle welcomes Gawain inside. Little does he know, the welcoming lord is actually the Green Knight. This is the part of the story with women become involved, or should I say woman, because there is really only one who plays a large role in the story. There are others who are mentioned, or are included for smaller roles, but there is only one main character who also happens to be a female; that is my first problem with the text. I m aware that it was written in a time of courtly love, and when women werent looked at as contributors to society, but the lack of representation, not to mention the lack of good representation, is troubling. The story progresses and the Lord, whose name we learn is Lord Bertilak strikes a deal with Gawain, a sort of game, if you will. He will go hunting every day with his men and when he returns, he will trade whatever he has won that day for whatever it is that Gawain has acquired while staying at the castle. Gawain agrees to the game, nd they agree to start the next day. Their game progresses like this: Bertilak goes off to hunt and brings back some sort of kill each day, while Gawain stays home, he spends time with the beautiful lady Bertilak. She tries her best to seduce the Knight and each day succeeds in gaining kisses from him. The pals, Bertilak and Gawain exchange their winnings in a friendship reminiscent of todays bromance. That is until the final day when the Lady Bertilak convinces Gawain to let her give him her sash. Gawain of course, is ashamed of his betrayal to his friend and goes to bed nhappy. The next day Gawain is to meet the Green Knight to seal the deal, so he puts on all his armor including the green sash from Lady Bertilak. When big, bad mister Green Knight tries to cut off Sir Gawains head he cant do it. Eventually it is revealed that Lord Bertilak is actually the Green Knight himself and that the entire scheme was put together by Morgan Le Faye, the great evil sorceress mentioned in many Arthurian legends. After this, Lord Bertilak and Sir Gawain have a bro moment about how much women suck, and then go on with their lives. This leads me to my second point, throughout the entire text the women in the story are painted in a negative light. Lady Bertilak spends the whole poem attempting to seduce Sir Gawain, regardless of the fact that she has a husband or that Gawain is friends with said husband. This is regarded negatively by Gawain, and is illustrated by the language that talks about these scenes. Yet, Gawain is never once criticized for his part in the act of kissing Lady Bertilak, a married woman and the wife of his friend. The only egative impact of Gawains role in the courtly romance, is his own shame, but none 0T tne otner cnaracters Teel tne need to call nlm out on nls actions. In tne ena 0T tne story, Sir Gawain and Bertilak lament about how manipulative and deceitful women can be; they go on to discuss how women have been the down fall of many a historical men, such as Adam, Solomon, and Samson, but Gawain is never reprimanded for his actions, only for his dishonesty about the sash. The character of Morgan Le Faye is disguised as an old, ugly woman throughout the telling of the tale ntil the very end. Morgan is arguably an intelligent, yet cunning woman, because she came up the whole plot to test Gawains loyalty, but these characteristics are also played in a negative light. Any trait that a women possesses in this text, whether good or bad, is written off as bad or turned against them in some way. The men in the story are too quick to shed the negative light on the women, and not take any of the blame for themselves. The text as a whole is very enjoyable, but when looked at from feminists prospective, has a lot of problematic and troubling content.

The Best AP World History Study Guide 6 Key Tips

The Best AP World History Study Guide 6 Key Tips SAT / ACT Prep Online Guides and Tips Are you taking AP World History this year? Or considering taking it at some point in high school? Then you need to read this AP World History study guide.Instead of cramming every single name, date, and place into your head, learn how to study for the AP World History exam so that you can learn the major ideas and feel ready for test day. We'll also go over some key strategies you can use to help you prepare effectively. TheAP World History test is challenging- just 8.5% of test takers got a 5 in 2017. But if you study correctlythroughout the year, you could be one of the few students who aces this test. Below are six tips to follow in order to be well prepared for the AP World History exam. Read through each one, apply them to your testprep, and you'll bewell on your way to maximizing your AP score! Why You Should Study for the AP World History Test Is it really that important to study for the AP World History test? The quick answer to this question is absolutely. But why? Let's start by taking a look at the kinds of scores students usually get on the exam. The following chart shows what percentage of test takers received each possible AP score (1-5) on the AP World History test in 2017: AP Score Percentage of Test Takers Who Received Score 5 8.5% 4 19.9% 3 26.7% 2 29.6% 1 15.4% Source: The College Board As you can see, roughly 55% of test takers scored a 2 or 3, a little less than 30% scored a 4 or 5,and just 15% scored a 1. Sincemost test takers scored a 3 or lower on this test, it's safe to say that a lot of AP World History students are not scoring as highly as they could be on this test. While a 3 is not a bad AP score by any means, some colleges such as Stanfordrequire at least a 4in order to get credit for the exam. If the schools you're applying to want a 4 or higher, putting in ample study time for the test is a definite must. In addition, if you're applying to highly selective schools, a 5 on the AP World History test (or any AP test, really) could act as a tipping point in your favor during the admissions process. Finally, getting a low score on this test- i.e., a 1 or 2- might make colleges doubt your test-taking abilities or question your potential to succeed at their school. You don't want this to happen! Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. What's on the AP World History Exam? Before we give you our six expert study tips for AP World History, let's briefly go over the structure and content of the test. The AP World History exam consists oftwo sections: Section I and Section II.Each section, then, also consists of two parts: Part A and Part B.Here is what you'll encounter on each part of each section: Section/Part Total Time Question Type # of Questions Scoring Section I, Part A 55 mins Multiple choice 55 Worth 40% total score Section I, Part B 40 mins Short answer 3 Worth 20% total score Section II, Part A 60 mins Document based 1 Worth 25% total score Section II, Part B 40 mins Long essay 1 Worth 15% total score Source: The College Board And here is an overview of the types of tasks you'll be asked to perform: Analyze historical texts as well as historians' opinions and interpretations of history Assess historical documents and make an argument to support your assessment Write an essay concerning an issue in world history Now that you understand exactly how the AP World History test is set up, let's take a look at our six expert study tips for it. We don't keep our best secrets to ourselves. How to Study for AP World History: 6 Key Tips Below are our top tips to help you get a top score on the AP World History test. Tip 1: Don't Try to Memorize Everything If you start your AP World History class with the expectation of memorizing the entirety of human history, think again. Although AP World History tests a wide span of time, you aren’t expected to learn every tiny detail along the way. Rather, this class focuses on teaching major patterns, key cultural and political developments, and significant technological developments throughout history. AP World History is organized into the following six time periods: Technological and Environmental Transformations (to c. 600 BCE) Organization and Reorganization of Human Societies (c. 600 BCE to c. 600 CE) Regional and Interregional Interactions (c. 600 CE to c. 1450) Global Interactions (c. 1450 to c. 1750) Industrialization and Global Integration (c. 1750 to c. 1900) Accelerating Global Change and Realignments (c. 1900 to the present) Within each period, you should know the major world powers and forces driving economic development, politics, and social change (including technology). However,you don’t have to have every detailmemorized in order to do well on the test. Instead, focus on understanding big patterns and developments, and be able to explain them with a few key examples. For instance, you don’t necessarily need to know that in 1492 Columbus sailed the ocean blue; you also don't need to know the details of his voyages or the particulars of his brutality. However,you should be able to explain why the European colonization of the Americas happened, as well as the economic effects it had on Europe, Africa, and the Americas, and how colonization affected the lives of people on all three continents. Knowing a few concrete examples is essential to succeeding on the short-answer section. The short-answer questions which will typically present you with some information (e.g., a chart, primary source, etc.) and thenask you to provide several specific examples or reasons for a broader theme or historical movement that relates to the information provided. You'll have flexibility in what specific examples you choose, just so long as they are relevant. The short-answer section is four questions long and worth 20% of your total test score (so each question is worth 5%). You'll have 50 minutes within section 1 to complete it. Concrete examplescan also bolster your essays and improve your ability to break down multiple-choice questions on the topic.However, focus first on understanding the big picture before you try to memorize the nitty-gritty details. If you’re coming from AP US History, this advice might seem odd. But unlike US History, which is more fine-grained, the AP World History exam writers do not expect you to know everything, as they test a much larger topic. AP US History is essentially a test of 400 years of history in one location, so it’s fair to expect students to know many proper names and dates. But for World History,that same level of detail isn’t expected; this test takes place over thousands of years all around the world. Instead, you should focus on understanding the general patterns ofimportant topics through history. This won't only save you time but will also keep you sane as your textbook hurls literally hundreds of names, places, and dates at you throughout the year. Speaking of your textbook ... Tip 2: Keep Up With Your Reading! When it comes to AP World History, you can't sleep through the class all year, skim a prep book in April, and then expect to get a perfect 5 on the test. You're learning all of human history, after all! Trying to cram for this test late in the game is both stressful and inefficient because of the sheer volume of material you have to cover. And all that reading would hurt your eyes. Instead, keep up with your reading and do well in your World History class to ensure you're building a strong foundation of knowledge throughout the year. This way, when it hits spring, you can focus on preparing for the exam itself and the topics it’s likely to test, as opposed to frantically trying to learn all of human history in just two months. If your teacher isn’t already requiring you to do something like this, be sure to keep notes of your readings throughout the school year. This could be in the form of outlines, summaries, or anything else that's useful to you. Taking notes will help you process the readings and remember them better. Your notes will also be an invaluable study tool in the spring. Finally, check the website of whatever textbook your class uses. Many textbook websites have extra features, such as pre-made chapter outlines and summaries. These can be excellent study resources for you throughout the year. Tip 3: Read a Prep Book (or Two) in the Spring Even if you keep up with AP World History throughout the year, you’re probably going to be a bit hazy on topics you learned in September when you start studying for the test in March or April. This is why we recommend getting a prep book, which will provide a much broaderoverview of world history, focusing especially on topics tested on the exam. If you’ve been learning well throughout the school year, reading a prep bookwill trigger your background knowledge and help you review. Think of your prep book as your second, much quicker pass through world history. And in case you’re wondering- no, the prep book alone will not fill you in on the necessary depth of knowledge for the entire test. You can't replace reading your textbook throughout the year with reading a prep book in the spring. The AP World History multiple-choice section especially can ask some pretty specific questions, and you'd definitely have blind spots if all you did is read a prep book and not an actual textbook. Furthermore, you wouldn't be able to explain examples in your essay in as much detail if you've only read a few paragraphs about major historical events. Tip 4: Get Ready to Move at 1 M.P.Q. (Minute per Question) To prepare for the AP World History exam, knowing the material is just half the battle. You also need to know how to use your time effectively,especially on the multiple-choice section. The multiple-choice section (Section 1, part A) asks 55 questions in 55 minutes,and is worth 40% of your total score. This gives you just one minuteper question, so you'll have to move fast. And to be ready for this quickpace, practice is key. Taking the AP World History exam without practicing first would be like jumping into a NASCARrace without a driver's license. To practice pacing yourself, it’s crucial that you get a prep book containing practice tests. Even if you've read your textbook diligently, taken notes, and reviewed the material, it's really important to practice actual multiple-choice sections so you can get used to the timing of the test. Althoughthere are a few two-part questions on AP World History,most are stand-alone questions. As a result,you can move from question to question fairly quickly, and even skip and return to tough questions (as long as you keep an eye on the time!). There might be some images, maps, charts, and passages to work through as well, so some questions will likely take longer than others. Your teacher should be giving you multiple-choice quizzes or teststhroughout the year to help you prepare for the test. If your teacher isn't doing this, it will, unfortunately, be up to you to find multiple-choice practice questionsfrom prep books and online resources. See our complete list of AP World History practice tests here. You need to create your own multiple-choice strategy as you study, such as using the process of elimination, being ready to read and analyze pictures and charts, and being constantly aware of your time. I recommend wearing a watch when you practice so you can keep an eye on how long you spend on each question. In short, make sure you practice AP World History multiple-choice questions so that when you sit down to take the exam, you'll feel confident and ready to move fast. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Tip 5: Practice Speed-Writing for the Free-Response Section The AP World History exam has two essay questions that, together, account for 40% of your total score. You'll get 55 minutes for the Document-Based Question (DBQ), including a 10-minute reading period. The DBQ is worth 25% of your exam grade. You'll then get 35 minutes for the Long Essay, which is worth 15% of your score. For each essay, you need to be able to brainstorm quickly and write an essay that answers the prompt, is well organized, and has a cogent thesis. A thesis is a one-sentence summary of your main argument. For the sake of AP essays, it's best to put your thesis at the end of the introductory paragraph so the grader can find it quickly. When organizing your essay, have each paragraph explain one part of the argument, with a topic sentence (basically, a mini thesis) at the beginning of each paragraph that explains exactly what you're going to say. For the DBQ, you'll need to bring all or most the provided documents into your argument in addition to your background knowledge of the period being tested. For example, in a DBQ about the effects of Spanish Influenza during World War I, you needed to demonstrate your knowledge of WWI as well as your ability to use the documents effectively in your argument. See our complete guide to writing a DBQ here. For the Long Essay, it’s up to you to provide specific historical examples and show your broad understanding of historical trends. (Again, this is why doing your reading is so important, since you'll have to provide and explain your own historical examples!) Throughout the year, your teacher should be having you do writing assignments, including in-class essays, to teach you how to write good essays quickly. Since you'll be writing youressays by hand for the test, you should ideally be writing your practice essays by hand as well. If you struggle with writing by hand fast, you can build up your writing fluency (your ability to quickly translate thoughts to words) by writing additional practice essayson your own. If you need to work on writing fluency, it's best to practice with easier writing topics.First, find a journal prompt to write about (this website has hundreds). Next, set a timer. Between 10 and 15 minutes is best. Finally, write as much (and as fast) as you can about the prompt, without making any big mistakes in spelling or grammar. When time's up, count how many words you wrote. If you do this a few times a week, you'll build up your writing speed, and your word counts will continue to grow. Once you've built up this skill, it will be much easier to tackle the AP World History free response section. You can also practice on your own using old AP World History free-response questions.However, note that the test was revised for 2016-17, so old questions will have old instructions. In fact, there actuallyused to be three essays on the AP World History test- in addition to the DBQ, there was a "Change Over Time" essay and a "Comparison" essay. Now, there's just one long essay. Be sure to compare older questions with the most up-to-date examples from the most current AP Course and Exam Description. Tip 6: Take Practice Exams and Set a Target Score In the spring, aim totake at least one full practice exam- ideally in late March or early April- once you’ve learned most of the World History material. By a full practice exam, we mean the entire AP World History test. Time yourself and take it in one sitting, with a 15-minute break between the multiple-choice/short-answer section and the essays. Why should you do this? It will give you a chance to experience what it’s like to take a full AP World History exam before you sit for the real thing. This helps you build stamina and perfect your timing. All the practice in the world won't help you if you run out of steam on your last essay question and can barely think. Also, set a target score for each section: multiple choice and free response.Good news: you don’t need to be aiming for 100% on the multiple-choice section and a 9/9 on every essay in order to secure a 5 (the highest possible score). Far from it, actually! The truth is that a high multiple-choice score (50/55) with average short-answer and free-response scores (say, 8/12 on short answer, 5/7 on the DBQ, and 4/6 on the long essay) can get you a score of 5. Likewise, an average multiple-choice score (35/55) with high short-answer and free-response scores (say, 11/12 on short answer, 6/7 on the DBQ, and 5/6 on the long essay) can also net you a 5. Setrealistic score targets based on your personal strengths.For example, a really good writing student might go the average multiple choice/strong essay route, while a strong test taker might go the other way around. You could also be somewhere in-between. In addition, don't be intimidated if your target score is a lot higher than your current scores. The whole point of practicing is to eventually meet your target! Once you have a target score, practice, practice, practice! Use old exams, the practice exams in (high-quality) prep books, and thefree-response questions linked above. You can even ask your teacher for old AP World History tests and essay questions. The more you practice before the test, the more likely you are to meet- or exceed!- your score goal. Bottom Line: How to Prep for the AP World History Test Although AP World History is a challenging test, if you follow the advice in this AP World History study guide and preparecorrectlythroughout the year, you can definitely pass, or even be one of the few students who gets a 5! Just make sure to keep up with your reading, use a prep book in the spring, and practice a lot for the multiple-choice and the free-response sections. With clear target scores for each section and plenty of practice under your belt, you'll have the strongest chance of getting a 5 on test day! What’s Next? How many AP classes should you take in total? Find out here. How hard is AP World History compared with other AP tests? We’ve rounded up a list of the hardest and easiest AP tests, as well as the average scores for every exam. For more tips on doing well in all of your classes, from AP to IB to honors, read this expert guide to getting a perfect 4.0, written by PrepScholar founder Allen Cheng. Even if you're not going for perfection, you'll learn all the skills you need to work hard, work smart, and get better grades. Also studying for the SAT/ACT? In a hurry? Learn how to cram for the ACT or SAT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: