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resume texas tech Born February 28, 1967, US and Romanian Citizen. High school diploma , C.D. Action Research Education. Loga High School, Timisoara, Romania, 1985. Coach for organisms, Mathematical Olympiads: Titu Andreescu. Diploma of research paper, Merit in Mathematics , awarded by the Romanian. Ministry of Education for the highest GPA in the country, University of Timisoara, Romania, 1989. Mentor: Gheorghe Eckstein. Dissertation: Invariant subspaces for subdecomposable operators.
Advisor: Florian-Horia Vasilescu. Dissertation: Problems in topology and operator theory. Assistant Professor , University of research chapter, Michigan, 1997-2000 (post-doctoral position with Ruth Lawrence as mentor) Assistant Professor , Texas Tech University, 2000-2006. Associate Professor , Texas Tech University, 2006-2015. Professor , Texas Tech University, 2015-present. SHORT TERM APPOINTMENTS.
Coach of the US International Mathematical Olympiad Team, Mathematical Olympiad Summer Program, 1997, 1998, 2000, 2002, 2006-present. Visiting Professor , Université de Nantes, May 1999. Coach of the International Mathematical Olympiad Team of research paper education, Brazil, Colégio Etapa, Saõ Paulo, Brazil, 2011, 2013. Coach of the reading International Mathematical Olympiad Team of India, Homi Bhabha Center of Science Education, Mumbai, India, 2004, 2005. Instructor , Awesome Math, Dallas, 2009, 2010, 2012. First Prize , Balkan Mathematical Olympiad, (Sofia, Bulgaria), 1985. First Prize , Romanian National Mathematical Competition for action, Universities Traian Lalescu, 1986. First Prize , Romanian National Mathematical Competition for Universities Traian Lalescu, 1987. First Prize , Romanian National Computer Programming Competition Grigore Moisil, 1987.
Romanian National Fellowship , 1987, 1988. Award for best performance on the qualifying examinations , Department of Mathematics, University of Iowa, 1992. Outstanding Teaching Award , University of Iowa, 1997. D.C. Methods Chapter Dissertation. Spriestersbach Dissertation Prize for best dissertation in Mathematical and Physical Sciences and Engineering, University of Iowa, 1998. Rackham Summer Grant , University of action research, Michigan, 1999. Research Enhancement Fund , Texas Tech University, 2000 and 2001. Grant from the National Science Foundation for the study of the endotoxin interference quantization of the moduli space of research education, flat SU(2)-connections on a surface, 2006-2009. Grant from the reading essay National Science Foundation for organizing The Topology and action paper education, Geometry of research methods chapter dissertation, Physics Conference, 2008. 1. Action Paper Education. Un problema de paridad y la formula de Green , Uinverso.math, Vol.2, no.
3, (2016). 2. Postgraduate Work. Una aplicacion de la desigualdad isoperimetrica , with Cezar Lupu, Universo.math, Vol.2, no. 2 (2015). Research Paper. 3. The topological quantum field theory of classical theta functions with Alastair Hamilton, J. of Geometry and Physics, 98(2015), 242-261. Dissertation Sysnopsis. 4. Una identidad algebraica y los determinantes circulantes, Universo.math, Vol. 2, no. 1 (2015). 5. Classical theta functions from action education, a quantum group perspective with Alastair Hamilton, New York Journal of dissertation, Mathematics, 21(2015), 93-127. 6. Un problema de geometria combinatoria y las curvas elipticas Universo.math, Vol. 1 no.
3 (2014). 7. Action Research. Representations of the Kauffman bracket skein algebra of the punctured torus , with Jea-Pil Cho, Fundamenta Mathematicae, 225(2014), 45-55. 8. From classical theta functions to topological quantum field theory , with Alejandro Uribe, in L. Katzarkov, E. Lupercio, and F. Work. Turrubiates (eds.), The influence of Solomon Lefschetz in geometry and topology: 50 years of Mathematics at Cinvestav, Contemporary Mathematics, Amer. Math. Soc., 2014. Paper Education. 9. Quantum mechanics and of phd, non-abelian theta functions for the gauge group SU(2) , with Alejandro Uribe, Fundamenta Mathematicae, 228(2015), 97-137. 10. Dynamically consistent discrete-time Lotka-Volterra competition models , with Lih-Ing Roeger, Discrete and Continuous Dynamical Systems, Supplement (2009), 650-658. 11. Some results about the Kauffman bracket skein module of the twist knot exterior , with Fumikazu Nagasato, J. Knot Theory Ramif., 8(2006), 1095-1106. 12.
El polinomio de Jones y la mecanica cuantica , Aportaciones Math. Comun, 36, Soc. Mat. Mexicana, Mexico, (2006), 85--99. Action Paper. 13.
On the holomorphic point of view in endotoxin assay interference, the theory of education, quantum knot invariants , J. Geom. Phys., 56(2006), 2163-2176. Work Courses. 14. Research Paper Education. The computation of the noncommutative A-ideal for the figure eight knot , with Jeremy Sain, J. Knot Theory Ramif. Postgraduate Social Work Courses. 6(2004), Vol. 16, 1-24. 15. The Weyl quantization and the quantum group quantization of the moduli space of flat SU(2)-connections on the torus are the research same , with Alejandro Uribe, Communications in Mathematical Physics, 233(2003), 493-512. Sysnopsis. 16. The noncommutative A-ideal of a (2p+1,2)-torus knot determines its Jones polynomial , with Jeremy Sain, J. Knot Theor. Ramif, 2(2003), Vol.
12, 187-201. 17. Paper. Noncommutative trigonometry and the A-polynomial of the endotoxin assay trefoil knot , Mathematical Proceedings of the action research paper education Cambridge Philosophical Society, 1(2002). 18. Assay Interference. On the relation between the A-polynomial and the Jones polynomial , Proceedings Amer. Math.
Soc., 4(2001), Vol 130, 1235-1241. Action Education. 19. The A-polynomial from the noncommutative viewpoint , with Charles Frohman and Walter Lofaro, Transactions Amer. Math. Soc., 354(2001), 735-747. 20. Skein modules and the noncommutative torus , with Charles Frohman, Transactions Amer. Math. Soc., 352(2000), 4877-4888. 21.
On the formula for the quantum invariant of three manifolds with boundary , Bulletin Math. Soc. Sc. Math. Postgraduate Courses. Roumanie, 43(91) 2(2000). 22.
On the groupoid of transformations of rigid structures , with Louis Funar, Journal of Math. Sci. Univ. Tokyo, 4(1999), Vol 6, 599-646. 23. Topological SL(2,C) quantum field theory with corners , J. Action Research Education. Knot Theor.
Ramif., 7(1998), 893-906. 24. Topological quantum field theory with corners based on the Kauffman bracket , Comment. Math. Research Methods Chapter. Helv., 72(1997), 216-243. 25.
The quantum invariant of the regular neighborhood of a link , Topology and its Applications 81(1997), 147-157. 26. Topological Hilbert Nullstellensatz for Bergman spaces , Integral Equations and Operator Theory, 28(1997), 191-195. 27. Rings with topologies induced by action research paper education, spaces of functions , Houston Journal of methods chapter, Mathematics, Vol. 21, no.2(1995), 395-406. 28. Compact perturbations of education, Fredholm n-tuples , Proceedings Amer. Math. Soc.
122(1994), 195-199. 29. Compact perturbations of Fredholm n-tuples, II , Integral Equations and Operator Theory 19(1994), 360-363. 30. A short proof of a result on polynomials , Amer. Math. Monthly 100(1993), 936-937. 1. Putnam and Beyond , with Titu Andreescu, Springer, 2007, second edition scheduled 2016. Postgraduate Work Courses. 2. Mathematical Olympiad Challenges , with Titu Andreescu, Birkhauser, 2000, second edition 2008. 3. Action. Theta Functions and Knots , World Scientific, 2014.
TALKS DELIVERED AT MEETINGS. 1. Theta functions and knots , Conferencias Samuel Gitler, Mexico City, Mexico, October 2016. 2. Theta functions and knots , Conference on Knot Theory and Its Applications to Physics and Quantum Computing, Dallas, TX, January 2015. Assay Interference. 3. Weyl quantization versus quantum group quantization of paper education, moduli spaces of methods, flat connections on paper education, a surface , SMS Spring Conference on Quantization of Moduli Spaces, Geneva, Switzerland, April 2014. 4. Theta functions and quantum field theory, National Meeting of the American Mathematical Society, Baltimore, MD, January 2014. 5. Classical theta functions in a quantum group perspective, 1080th Sectional Meeting of the American Mathematical Society, Washington, DC, March 2012. Database Of Phd Thesis Uk. 6. Action. Obtaining the Witten-Reshetikhin-Turaev invariants from quantum mechanical considerations, 50 Years of Topology, Geometry and Physics at Cinvestav, Mexico City, November 2011. 7. Representations of the Kauffman bracket skein algebra of the punctured torus, Knots in kinds organisms, Washington XXXII, Washington, DC, May 2011. 8. Action Paper. La teora Chern-Simons desde el punto de vista de la mecnica cuntica, Congreso Nacional de la Sociedad Matemtica Mexicana, Tuxtla-Gutierrez, November 2010 (plenary talk).
9. Research Chapter Dissertation. Non-abelian theta functions a la Andre Weil , Knots in Washington XXX, Washington, DC, May 2010 (plenary talk). Action Paper Education. 10. The theory of classical theta functions from a topological perspective , 1060th Sectional Meeting of the American Mathematical Society, Newark, May 2010. 11. From classical theta functions to topological quantum field theory , 8th Joint Meeting of the American Mathematical Society and work, the Sociedad Matematica Mexicana, Berkeley, June 2010. 12. Theta functions and knots , Lloyd Roeling Mathematics Conference, Lafayette, Louisiana, November 2009. 13. The reduced Kauffman bracket skein algebra of the torus has a unique irreducible representation , 1037th Sectional Meeting of the AMS, Baton Rouge, Louisiana, March 2008.
14. The quantum group quantization of the moduli space of flat SU(2)-connections on action research, a surface determines the Reshetikhin-Turaev representation of the mapping class group , First Joint Meeting of the American Mathematical Society and perform chemosynthesis, the Polish Mathematical Society, Warsaw, Poland, August 2007. 15. Paper Education. The quantum group quantization of the moduli space of flat SU(2)-connections on a surface determines the Reshetikhin-Turaev representation of the mapping class group , A second time around the volume conjecture conference, Baton Rouge, Louisiana, June 2007. Chapter. 16. Action Research Paper Education. The computation of the basis of the Hilbert space of database, a certain quantum system , National Meeting of the American Mathematical Society, San Antonio, January 2006.
17. El polinomio de Jones y la mecanica cuantica , Congreso Nacional de la Sociedad Matematica Mexicana, Mexico City, October 2005. 18. Action Paper Education. On the holomorphic point of view in the teory of quantum knot invariants , 1002nd Sectional Meeting of the AMS, Pittsburgh, Pennsylvania, November 2004. 19. Towards the computation of the noncommutative A-polynomial of thesis uk, twist knots , 1000th Sectional Meeting of the action research paper education AMS, Albuquerque, New Mexico, October 2004.
20. On the quantization of the chapter dissertation moduli space of flat SU(2)-connections on the torus, 6th Joint meeting of the AMS and the SMM, Houston, May 2004. 21. Action Research Paper. The computation of the matrix of the quantum group quantization of the moduli space of flat SU(2)-connections on the torus , Spring Topology and Dynamical Systems Conference, Lubbock, March 2003. 22. The computation of the noncommutative generalization of the A-polynomial for the figure-eight knot , National Meeting of the AMS, Baltimore, January 2003. 23.
On the quantization of the dissertation sysnopsis flat SU(2)-connections on the torus , International Conference on Geometric Topology, Xi'an, China, August 2002. Action Education. 24. The Weyl quantization and the quantum group quantization of the moduli space of database thesis uk, flat SU(2)-connections on the torus are the same , 974th Sectional Meeting of the AMS, Ann Arbor, Michigan, March 2002. 25. Skein modules and the Berezin quantization of the moduli space of flat SU(2)-connections on the torus , 972nd Sectional Meeting of the AMS, Irvine, California, November 2001. 26. The noncommutative A-ideal of action paper education, a (2,2p+1)-torus knot determines its Jones polynomial , 969th Sectional Meeting of the AMS, Columbus, Ohio, September 2001.
27. Kauffman bracket skein modules and character varieties , 5th Joint meeting of the AMS and SMM, Morelia, Mexico, May 2001. 28. Kauffman bracket skein modules and character varieties , Texas Geometry and Topology Conference, February 2001 (plenary talk). Database Thesis Uk. 29. On the research noncommutative version of the A-polynomial , 954-th Sectional AMS Meeting, Lafayette, Louisiana, April 2000.
30. On the social relation between the research paper education A-polynomial and database thesis, the Jones polynomial , AMS National Meeting, Washington, January 2000. Research Paper Education. 31. Noncommutative trigonometry and the A-polynomial , 949-th Sectional AMS Meeting, Charlotte, North Carolina, October 1999. 32. Skein modules and noncommutative geometry , Summer School on Knot Invariants, Grenoble, France, June 1999. 33. Skein modules and endotoxin assay interference, the noncommutative torus , Knots in Hellas, Delphi, Greece, August 1998. 34.
Kauffman bracket skein modules and the noncommutative torus , 932-nd Sectional AMS Meeting, Manhattan, Kansas, March 1998. 35. Action Education. On the quantum invariant of torus knots , 920-th Sectional AMS Meeting, College Park, Maryland, April 1997. 36. SL(2,C) topological quantum field theory with corners , 909-th Sectional AMS Meeting, Iowa City, March 1996. 37. Topological quantum field theory with corners , Thirteenth annual workshop on geometric topology, Colorado Springs, June 1996. 38. Topological quantum field theory with corners based on pleasure book reading essay, the Jones-Wenzl idempotents , Great Plains Operator Theory Symposium, Phoenix, May 1996. Action Research. 39.
Topological quantum field theory with corners via the postgraduate social work courses Jones-Wenzl idempotents , Sixteenth International Operator Theory Conference, Timisoara, Romania, July 1996. Research Education. 40. Topological SL(2,C) invariants for of phd thesis uk, 3-manifolds with boundary , Minisemester in Knot Theory, Warsaw, Poland, July 1995. 41. On a conjecture of action research education, R. G. Douglas and V. Paulsen , South-Eastern Analysis Meeting, Atlanta, March 1995. 42. On a conjecture of R. G. Douglas and social, V. Paulsen , Great Plains Operator Theory Symposium, Cincinnati, May 1995. 43. Rings with topologies induced by spaces of functions , Great Plains Operator Theory Symposium, Lincoln, Nebraska, June 1994.
44. Fredholm n-tuples that cannot be perturbed with compacts to invertible ones , Great Plains Operator Theory Symposium, Boulder, Colorado, June 1993. Action Research Paper. 45. Endotoxin Assay Interference. Fredholm n-tuples that cannot be perturbed with compacts to action paper education, invertible ones , Amer. Math. Research Methods. Soc. Summer Research Conference in Multivariable Operator Theory, Seattle, July 1993. 1. Finite rank perturbations of Fredholm n-tuples , University of California at Riverside, October 1992.
2. Topological quantum field theory with corners , Indiana University, Bloomington, October 1996. 3. Topological quantum field theory with corners , Columbia University, New York, March 1997. 4. Action Paper. Topological quantum field theory with corners , University of Michigan, Ann Arbor, February 1997. 5. Skein modules and postgraduate social work courses, the noncommutative torus , George Washington University, Washington, September 1998 (Colloquium talk). Action Research Education. 6. Assay Interference. Skein modules and the noncommutative torus , Northeastern University, Boston, March 1999. 7. Skein modules and noncommutative geometry , Universite de Nantes, May 1999. 8. The A-polynomial from the noncommutative viewpoint , University of Texas at Austin, November 1999. 9. The A-polynomial from the action research paper education noncommutative viewpoint , George Washington University, Washington, January 2000. 10. Pleasure Book. The A-polynomial from the noncommutative viewpoint , Michigan State University, East Lansing, January 2000. 11.
Skein modules and noncommutative geometry , SUNY at Buffalo, February 2000 (Colloquium talk). 12. Skein modules and noncommutative geometry , Texas Tech University, Lubbock, February 2000 (Colloquium talk). 13. Skein modules and noncommutative geometry , Columbia University, New York, March 2000.
14. The A-polynomial from the research noncommutative viewpoint , Universidad Nacional Autonoma de Mexico, Mexico City, May 2001. Social Work Courses. 15. On the quantization of the moduli space of action paper, flat SU(2)-connections on methods chapter dissertation, a surface , University of action, Texas at Dallas, October 2001. 16.
The Weyl quantization and the quantum group quantization of the moduli space of flat SU(2)-connections on methods, a torus are the same , University of Notre Dame, March 2002. 17. The Weyl quantization and the quantum group quantization of the moduli space of flat SU(2)-connections on a torus are the action research paper same , University of South Alabama, Mobile, November 2002 (Colloquium talk). 18. The Weyl quantization and the quantum group quantization of the assay interference moduli space of flat SU(2)-connections on paper education, a torus are the same , University of Wisconsin, Madison, November 2002. Uk. 19. Knots and quantum physics , The Boeing Company, Seattle, March 2003. 20. Recursive relations for research paper education, colored Jones polynomials , Indiana University, Bloomington, November 2003. 21.
Recursive relations for endotoxin assay interference, colored Jones polynomials , University of Texas at Dallas, January 2004 (Colloquium talk). 22. On the quantization of the moduli space of action education, flat SU(2)-connections on the torus , Tata Institute for methods chapter, Fundamental Research, Mumbai, India, June 2004 (Colloquium talk). 23. Some geometric aspects of quantum topology , Georgia Tech University, Atlanta, November 2004.
24. Computing the basis of a vector space arising in quantum physics , Indiana University, Bloomington, April 2005. 25. The Jones polynomial and quantum mechanics , Boise State University, Boise, November 2006 (Colloquium talk). 26. Action Paper Education. Teoria espectral y la cuantizacion del espacio de moduli de conexiones planas en una superficie , CINVESTAV, Mexico City, March 2007. 27. Sobre la relacion entre la cuantizacion del espacio de moduli de conexiones planas de su(2) en una superficie y el functor modular , CINVESTAV, Mexico City, September 2007. 28. Nudos y mecanica cuantica , Universidad Autonoma del Estado de Mexico, Toluca, Mexico, September 2007. Kinds Chemosynthesis. 29.
On knots and linear operators , University of Texas at San Antonio, April 2008. 30. Theta functions and action, knots , Yale University, New Haven, November 2009 (Colloquium talk). 31. Kinds Organisms Perform. Theta functions and knots , University of Nevada at Reno, February 2010 (Colloquium talk). 32. Theta functions and knots , Vassar College, October 2013 (Colloquium talk). 33.
Theta functions and knots , Central Connecticut State University, October 2014 (Colloquium talk). 34. Theta functions and knots , University of education, Michigan, November 2014 (Colloquium talk). 35. Theta functions and knots , Universidade Federal de Fortaleza, Brazil, May 2015. 36.
Chern-Simons theory and Weyl quantizations , Dartmouth College, September 2015 (Colloquium talk). 37. Chern-Simons theory and research methods chapter, Weyl quantization , University of Texas at Dallas, October 2015. 38. Theta functions and knots University of Texas at Dallas, April 2016 (Colloquium talk). Graduate Committee 2014-present. Undergraduate Committee, Texas Tech University, 2006-2008, 2010-2011.
Hiring Committee, Texas Tech University, 2010-2015. PhD Dissertation Committees of: Jeff Sink, University of Michigan 1999 Kendrick Smith, University of action research, Michigan 2000 Todd Kennaugh, Texas Tech University, 2009 Jea-Pil Cho, Texas Tech University, 2012 (PhD advisor) Nadeeka De Silva, Texas Tech University, 2012 Elias Gonzalez, Texas Tech University, 2016. MS Dissertation Committee of: Jea-Pil Cho, Texas Tech University, 2010 (committee chair), Hongwei Want, Texas Tech University, 2015 (committee chair). Lale Asik, Texas Tech University, 2016. Committee for Mathematics Competitions, University of Michigan, 1999-2000. Organizer of the 8th Annual Red Raider Symposium - The Topology and Geometry of Physics Conference , October 2008. Session organizer at database thesis uk, the Sectional Meeting of the research paper American Mathematical Society , April 11-13, 2014. Co-organizer of 93rd Texas MAA Sectional Meeting , April 11-12, 2013.
Co-organizer of Texas Geometry and courses, Topology Conference , Spring 2002, Spring 2005, Spring 2008, Spring 2011, Spring 2014. Session organizer at the Sectional Meeting of the American Mathematical Society , April 22-23, 2006. Session organizer at action research paper education, the Sectional Meeting of the American Mathematical Society , 8-10 April 2005. Co-organizer of the Spring Topology and Dynamical Systems Conference , March 2003. ACTIVITIES RELATED TO MATHEMATICS COMPETITIONS. Deputy Leader of the US International Mathematical Olympiad Team, Madrid, Spain, 2008 (US ranked third), Cape Town, South Africa, 2015 (US ranked second), Hong Kong, China, 2016 (US ranked first). Leader of the US Team taking part in the Romanian Masters in Mathematics, Bucharest, Romania, 2011 (US ranked first), 2012 (US ranked third), 2013 (US ranked first), 2015 (US ranked second), 2016 (US ranked first). Member of the of phd thesis USA Mathematical Olympiad Subcommittee of the action paper MAA, 2013-present. Member of the endotoxin USA Mathematical Olympiad Advisory Panel, 1997-present. As such I propose problems for the USA Mathematical Olympiad. Coordinator of the grading , 40th International Mathematical Olympiad, Bucharest, Romania, 1999, and of the action research 42nd International Mathematical Olympiad, Washington, USA, 2001.
Advisor for the coordination of grading , 44th International Mathematical Olympiad, Tokyo, Japan, 2003. Coach of University of Michigan Putnam Team, 1998-1999. In 1998 the kinds chemosynthesis Michigan Team placed 14th among over 200 teams. In 1999 the Michigan Team was one of the 5 winners of the paper Putnam Competition, placing 4th. One of my students, Dapeng Zhu placed 16th. Coach of the Texas Tech University Putnam Team, 2000-present. In 2000 one of the students, Jeremy Sain, placed 86th in the nation, and in 2001 he placed 78th in the nation.
Grader of the dissertation sysnopsis USA Mathematical Olympiad, 1997-2005, 2007-2009, 2013-present. Writer of the problems for the Konhauser Problem Fest, 2010, 2014. Coach of Jay Chung, a student at West High School, Iowa City, 1992-1995. Jay obtained a bronze medal at the International Mathematical Olympiad, Toronto, Canada, July 1995. Coach for mathematical competitions, employed by the Iowa City Community School District, 1992-1993. Editor of universo.math, 2014-present. Assistant Editor of Mathematics Magazine, 2002-2007. Associate Editor for Revista Matematica din Timisoara (Timisoara Mathematics Gazette), 1985-1989. Talks on mathematical Olympiads presented at. University of action education, Michigan, Ann Arbor, February 1998, Northeastern University, Boston, March 1999, Ft.
Lewis College, Durango, March 2002, University of South Alabama, Mobile, November 2002, C.D. Loga High School, Timisoara, December 2002, Texas Tech University Summer Math Academy, June 2006, June 2011, Texas Tech University Research Experience for of phd uk, Undergraduates, June 2007, Universidad Autonoma del Estado de Mexico, Toluca, September 2007, Mathematical Olympiad Training Program of the research Estado de Mexico, September 2007, Dallas Metroplex Math Circle, November 2007, March 2009, January 2010, November 2010, November 2014, University of Texas at San Antonio, April 2008, Yale University, November 2009, Sistema Elite high school, Rio de Janeiro, Brazil, July 2011, Etapa high school, São Paulo, Brazil, June 2013, Vassar College, October 2013, Central Connecticut State University, October 2014, Ari de Sa high school, Fortaleza, Brazil, May 2015, Undergraduate : Precalculus, Calculus I, Calculus II, Multivariable Calculus, Advanced Calculus I and II, Introduction to Differential Equations, Advanced Geometry, Linear Algebra, Math for Business Students, Problem Solving, Introduction to Topology, Number Theory for Teachers, Introduction to uk, Mathematical Reasoning, Graduate: Topology, Real Analysis, Low Dimensional Topology, Functional Analysis, Quantum Mechanics. landscape photography (I love the action research paper education Southwest), tourism (as long as I organize everything myself), music (classical: instrumental and opera, ethnic: blues, latin, Romanian, etc), skiing (no bumps), snorkeling, kayaking, hiking, history of painting, indo-european languages, cooking, carpentry, gardening.
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Action Research in Education: Methods & Examples - Video & Lesson
Amy Tan and Richard Rodgriguez Essay Sample. Language is the system of action research paper education words or signs that people use to express thoughts and feelings to each other. Language has an impulse on a person that allows them to make ties with a certain society, thus giving them a cultural identification. When residents of another country come to America and speak a contrasting language to endotoxin assay interference, English, immigrants most likely feel uneasy having to adapt to research paper education, a completely new culture and dissertation learn the action education, English language. During this journey, the methods dissertation, individuals’ cultural identities might fade away as well as losing their efficient fluency on their native language. In Amy Tan’s, “Mother Tongue” and Richard Rodriguez “Aria: A Memoir of A Bilingual Childhood”, both authors experience the difficulties of language barrier and adjusting to a different lifestyle in order to develop as an individual in the United States. Having a cultural identity can cause the public to view you as “different.” Due to this matter, the paper, “normal” individuals will try to avoid any interaction with you. Postgraduate Work Courses! This is one of the obstacles immigrants have to face when adapting to the American culture.
In the essay, “Aria: Memoir of research a bilingual Childhood” written by Richard Rodriguez, Rodriguez experienced the chemosynthesis, struggles of being a bilingual Hispanic being raised in the American society. Rodriguez’s family was considered as “foreigners on the block” and education sometimes the research methods dissertation, neighbors would make them feel unwelcomed. For this reason, Rodriguez felt intimidated and felt the need to leave behind his Hispanic culture. Action Research Paper Education! He allows the reader to see his change from standing out to fitting in, from speaking his “intimate” language – Spanish to speaking English and uk transitioning into the American culture. Rodriguez accentuates you must be fluent in a public language in order to “belong” and be able to take in research education, “social or political advantages” in interference, able to action education, amass a “public language.” Rodriguez continues to affirm that, “The social and political advantages I enjoy as a man result from the day that I came to sysnopsis, believe that my name is paper education, indeed “Rich-head Road-ree-guess.” Rodriguez pleas that the public language, which for this situation is English, will provide better opportunities for those who are able speak the “public language.” For Rodriguez the pleasure book reading, “public language” exposed him to greater opportunities that he would not be have been able to have access to if he did learn the English language. In an admirable essay that describes language deeper than just words, accent marks, punctuation, and action research letters, but to show us depth of a persons worth. Amy Tan discusses “limited” or “broken” English – a language she uses with her Chinese immigrant mother who isn’t fluent with the English language.
The language that Tan describes as “limited” is very personal to her. In the essay, Tan says, “It#8217;s my mother tongue. Her language, as I hear it, is pleasure book reading, vivid, direct, full of observation and imagery. That was the language that helped shape the way I saw things, expressed things, made sense of the research, world.” Tan tries to show us that her mothers “limited” or “broken” English is equivalent to the “right” English, but it shaped her into the person that she is today. In Tan’s text, she suggests that our first or main language that we learned has an effect on how an individual will look from the outside looking in. The spoken communication we use plays a major role on the person we develop into dissertation and how different our perspective can be for paper certain situations – our personal individuality is linked to our language.
Tan shows the readers that immigrants like her mothers who are not fluent in English tend to be discriminated for the lack of “intelligence” they have due to them being from a different country. For this situation, their public image is perceived to others as unintelligent – which is often incorrect. Tan shares personal experiences about how her mother was treated. “People in chemosynthesis, department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretended to not to understand her, or even acted as if they did not hear her.” There was also a situation where an arrogant hospital staff claimed they lost her test results and denied her requests. She was treated in a disrespectful manner due to the fact that she spoke “broken” English. When Tan demanded her mothers test results speaking her “correct” English, the hospital staff apologized and fulfilled her mothers requests.
This shows the power of language, one can be identified as an odd one out, and often unreasonably treated as an research paper education inferior. I am not an immigrant, but from personal experience my parents were once “aliens” to this country. After 20 years, they still sometimes struggle trying to understand the interference, American culture. I remember when I was younger, also like Tan, I’d be embarrassed hearing my mother speak on the phone with a representative trying to pay a light bill, or hearing my father talk to the cashier at a grocery store. But as I grew older, I am finally realizing to embrace my culture. I love being able to speak and fully understand two complete different languages. I realized this is action paper education, who I am, this is where I come from, and this language shaped me into the person that I am today. Both Rodriguez and postgraduate social work Tan express that they and their families over came a battle with being immigrants and entering into paper education the United States.
Language is the system of uk communication used by paper education a particular community or country. It is of phd uk, also crucial aspect to our public identities. The two authors taught us to never forget and embrace our cultural identities. Tan, Amy. Research Education! #8220;Mother Tongue#8221;#8221; English 1301 Course Site, n.d. Web.
09 Oct. 2014. Rodriguez, Richard. Work! #8220;Aria: A Memoir of a Bilingual Childhood.#8221; English 1301 Course Site, n.d. Web. 09 Oct. 2014. Is this the perfect essay for you?
Save time and order Amy Tan and Richard Rodgriguez. essay editing for paper only $13.9 per page. Top grades and quality guaranteed! Relevant essay suggestions for Amy Tan and Richard Rodgriguez. As a son of Mexican American immigrants, Richard Rodriguez recounts the story of his childhood and his struggle to assimilate into American culture. In Aria: A memoir of perform chemosynthesis a Bilingual#8230; Rodriguez faces a few tensions in his personal experience such as being a #8220;scholarship boy#8221; as oppose to a well rounded student and action research and his life at home compared to#8230; 50 Essays: A Portable Anthology. Database Of Phd Thesis Uk! Does the language you speak reflect your personal and cultural Identity? The United States of America is one of the most diverse countries in the world and for that reason#8230; Ways to Improve Your English Speaking. Action Paper! English speaking has many values and is important for people in database thesis, every country, people who meet with different people and share different culture. English language is going up the national#8230; What Makes an action American? While observing America and its social structure, being a college student who migrated to this country just nine years ago makes me wonder where I stand. Technically, I am no#8230; Cause and organisms perform effect of bilingual education in early childhood.
Bilingual education, in early childhood, promotes quality education and a better understanding of different cultures. There are two ways bilingual education is used. One way is when English speakers learn#8230;
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When you're done reading this guide, you'll know exactly how to write a DBQ. For a general overview of the sysnopsis DBQ—what it is, its purpose, its format, etc.—see my article “What is a DBQ?” Establish a Baseline. Take Another Practice DBQ. How Can I Succeed on Test Day? Reading the Question and research Documents. Planning Your Essay. Writing Your Essay. Your AP exam study timeline depends on a few things.
First, how much time you have to study per week, and how many hours you want to study in total? If you don’t have much time per week, start a little earlier; if you will be able to devote a substantial amount of time per kinds organisms, week (10-15 hours) to prep, you can wait until later in the year. One thing to keep in mind, though, is that the research earlier you start studying for your AP test, the less material you will have covered in class. Make sure you continually review older material as the school year goes on to keep things fresh in your mind, but in terms of DBQ prep it probably doesn’t make sense to start before February or January at postgraduate social, the absolute earliest. Another factor is research paper education, how much you need to work on. I recommend you complete a baseline DBQ around early February to see where you need to focus your efforts. If, for example, you got a six out of seven and missed one point for doing further document analysis, you won’t need to kinds organisms spend too much time studying how to write a DBQ. Maybe just do a document analysis exercise every few weeks and check in action research, a couple months later with another timed practice DBQ to make sure you’ve got it. However, if you got a two or three out of seven, you’ll know you have more work to do, and you’ll probably want to devote at least an hour or two every week to postgraduate work honing your skills.
The general flow of your preparation should be: take a practice DBQ, do focused skills practice, take another practice DBQ, do focused skills practice, take another practice DBQ, and so on. How often you take the practice DBQs and how many times you repeat the cycle really depends on how much preparation you need, and how often you want to check your progress. Take practice DBQs often enough that the format stays familiar, but not so much that you’ve done barely any skills practice in between. He's ready to start studying! The general preparation process is to diagnose, practice, test, and action repeat. First, you’ll figure out what you need to work on by establishing a baseline level for your DBQ skills. Then, you’ll practice building skills.
Finally, you’ll take another DBQ to see how you've improved and what you still need to work on. In this next section, I’ll go over the whole process. First, I’ll give guidance on how to establish a baseline. Then I’ll go over some basic, foundational essay-writing skills and how to build them. After that I’ll break down the DBQ rubric.
You’ll be acing practice DBQs before you know it! The first thing you need to do is to establish a baseline— figure out where you are at kinds organisms chemosynthesis, with respect to your DBQ skills. This will let you know where you need to focus your preparation efforts. To do this, you will take a timed, practice DBQ and have a trusted teacher or advisor grade it according to the appropriate rubric. For the AP US History DBQ, you’ll be given a 15-minute reading period and 40 minutes of action paper, writing time. A selection of practice questions from the postgraduate social courses exam can be found online at the College Board, including a DBQ. (Go to action research page 136 in the linked document for the practice prompt.) If you’ve already seen this practice question, perhaps in class, you might use the 2015 DBQ question. Other available College Board DBQs are going to be in methods chapter, the old format (find them in the “Free-Response Questions” documents). This is fine if you need to action paper use them, but be sure to use the new rubric (which is out of seven points, rather than nine) to grade. I advise you to kinds organisms perform save all these links , or even download all the action paper Free Response Questions and the Scoring Guides, for research methods, reference because you will be using them again and again for practice.
The College Board has provided practice questions for research paper education, the exam, including a DBQ (see page 200 in the linked document). If you’ve already seen this question, the only other questions available through the College Board are in the old format, because the 2016 DBQ is in social courses, a new, seven-point format identical to action research paper education the AP US History exam. Database Of Phd? Just be sure to use the education new DBQ rubric if you want to assay interference use any of the research education old prompts provided by the College Board. (DBQs are in the documents titled “Free-Response Questions.”) I advise you to sysnopsis save all these links (or even download all the Free Response Questions and the Scoring Guides) for reference, because you will be using them again and again for practice. Who knows—maybe this will be one of your documents!
For this exam, you’ll be given a 15-minute reading period and 40 minutes of writing time . As for the other two history exams, the College Board has provided practice questions. Action Research Paper? See page 166 for the DBQ. If you’ve already seen this question, the only other questions available through the College Board are in the old format, because the 2017 World History DBQ is in a new, seven-point format identical to the AP US History and endotoxin assay interference AP European History exams. So be sure to use the new DBQ rubric if you want to action research paper education use any of the old prompts provided by the College Board. (DBQs are in the documents titled “Free-Response Questions.”) I advise you to save all these links (or even download all the Free Response Questions and the Scoring Guides) for reference, because you will be using them again and kinds again for practice. Finding a Trusted Advisor to Look at Your Papers.
A history teacher would be a great resource, but if they are not available to action you in this capacity, here are some other ideas: An English teacher. Ask a librarian at your school or public library! If they can’t help you, they may be able to database of phd thesis direct you to resources who can. You could also ask a school guidance counselor to direct you to in-school resources you could use. A tutor. This is especially helpful if they are familiar with the test, although even if they aren’t, they can still advise—the DBQ is mostly testing academic writing skills under pressure. Your parent(s)! Again, ideally your trusted advisor will be familiar with the AP, but if you have used your parents for paper, writing help in the past they can also assist here. Assay? You might try an older friend who has already taken the exam and did well. although bear in research education, mind that some people are better at doing than scoring and/or explaining!
If you know nothing about the DBQ and you’d like to do a little basic familiarization before you establish your baseline, that’s completely fine. There’s no point in taking a practice exam if you are going to panic and muddle your way through it; it won’t give a useful picture of your skills. For a basic orientation, check out my article for a basic introduction to the DBQ including DBQ format. If you want to look at one or two sample essays, see my article for a list of DBQ example essay resources. Thesis Uk? Keep in mind that you should use a fresh prompt you haven’t seen to establish your baseline, though, so if you do look at samples don’t use those prompts to set your baseline. I would also check out this page about the paper various “task” words associated with AP essay questions . This page was created primarily for the AP European History Long Essay question, but the definitions are still useful for the DBQ on pleasure, all the history exams, particularly since these are the definitions provided by the College Board. Once you feel oriented, take your practice exam!
Don’t worry if you don’t do well on your first practice! That’s what studying is for. The point of establishing a baseline is not to make you feel bad, but to empower you to focus your efforts on the areas you need to research work on. Even if you need to work on all the areas, that is completely fine and doable! Every skill you need for sysnopsis, the DBQ can be built . In the following section, we’ll go over these skills and how to build them for each exam. You need a stronger foundation than this sand castle. In this section, I’ll discuss the foundational writing skills you need to write a DBQ. I’ll start with some general information on crafting an effective thesis , since this is a skill you will need for any DBQ exam (and for your entire academic life).
Then, I’ll go over outlining essays, with some sample outline ideas for the DBQ. After I’ll touch on time management. Finally, I’ll briefly discuss how to non-awkwardly integrate information from your documents into paper education your writing. It sounds like a lot, but not only are these skills vital to your academic career in general, you probably already have the basic building blocks to database of phd thesis uk master them in action research, your arsenal! Writing a good thesis is a skill you will need to develop for reading essay, all your DBQs, and for any essay you write, on the AP or otherwise.
Here are some general rules as to what makes a good thesis: A good thesis does more than just restate the prompt. Let’s say our class prompt is: “Analyze the primary factors that led to the French Revolution.” Gregory writes, “There were many factors that caused the French Revolution” as his thesis. This is research education, not an effective thesis . All it does is vaguely restate the postgraduate social work prompt. A good thesis makes a plausible claim that you can defend in an essay-length piece of writing. Maybe Karen writes, “Marie Antoinette caused the French Revolution when she said ‘Let them eat cake’ because it made people mad.” This is not an effective thesis, either. For one thing, Marie Antoinette never said that.
More importantly, how are you going to research write an entire essay on how one offhand comment by work courses Marie Antoinette caused the paper education entire Revolution? This is both implausible and overly simplistic. A good thesis answers the question . If LaToya writes, “The Reign of Terror led to the ultimate demise of the French Revolution and ultimately paved the assay interference way for Napoleon Bonaparte to seize control of research education, France,” she may be making a reasonable, defensible claim, but it doesn’t answer the question, which is not about what happened after the Revolution, but what caused it! A good thesis makes it clear where you are going in your essay. Let’s say Juan writes, “The French Revolution, while caused by a variety of postgraduate social, political, social, and action research economic factors, was primarily incited by the emergence of the highly educated Bourgeois class.” This thesis provides a mini-roadmap for book, the entire essay, laying out that Juan is going to discuss the political, social, and economic factors that led to the Revolution, in that order, and that he will argue that the members of the Bourgeois class were the ultimate inciters of the Revolution.
This is a great thesis! It answers the question, makes an overarching point, and provides a clear idea of what the writer is action research, going to discuss in the essay. To review: a good thesis makes a claim, responds to the prompt, and lays out what you will discuss in kinds organisms, your essay. If you feel like you have trouble telling the research paper education difference between a good thesis and a not-so-good one, here are a few resources you can consult: This site from SUNY Empire has an exercise in database of phd uk, choosing the best thesis from action education several options. It’s meant for research papers, but the endotoxin assay interference general rules as to what makes a good thesis apply. About.com has another exercise in choosing thesis statements specifically for short essays.
Note, however, that most of the correct answers here would be “good” thesis statements as opposed to “super” thesis statements. While you should definitely practice looking at research, DBQ questions and documents and writing a thesis in response to those, you may also find it useful to write some practice thesis statements in response to the Free-Response Questions. While you won’t be taking any documents into account in your argument for the Free-Response Questions, it’s good practice on kinds chemosynthesis, how to construct an effective thesis in general. You could even try writing multiple thesis statements in response to the same prompt! It is a great exercise to see how you could approach the prompt from different angles. Time yourself for research paper, 5-10 minutes to mimic the sysnopsis time pressure of the AP exam.
If possible, have a trusted advisor or friend look over your practice statements and give you feedback. Barring that, looking over the scoring guidelines for old prompts (accessible from the paper education same page on pleasure book reading essay, the College Board where past free-response questions can be found) will provide you with useful tips on research education, what might make a good thesis in response to a given prompt. Once you can write a thesis, you need to be able to support it—that's where outlining comes in! This is not a good outline. Outlining and Formatting Your Essay. You may be the greatest document analyst and thesis-writer in the world, but if you don’t know how to put it all together in a DBQ essay outline, you won’t be able to write a cohesive, high-scoring essay on database thesis, test day. A good outline will clearly lay out your thesis and how you are going to support that thesis in action research, your body paragraphs. It will keep your writing organized and prevent you from forgetting anything you want to postgraduate work courses mention! For some general tips on writing outlines, this page from Roane State has some useful information. While the general principles of outlining an essay hold, the DBQ format is research paper education, going to reading essay have its own unique outlining considerations.To that end, I’ve provided some brief sample outlines that will help you hit all the important points. Introduction Thesis.
The most important part of your intro! Body 1 - contextual information Any outside historical/contextual information Body 2 - First point Documents analysis that support the first point If three body paragraphs: use about action education, three documents, do deeper analysis on essay, two Body 3 - Second point Documents analysis that support the action research second point Use about three documents, do deeper analysis on two Be sure to social mention your outside example if you have not done so yet! Body 4 (optional) - Third point Documents and analysis that support third point Conclusion Re-state thesis Draw a comparison to another time period or situation (synthesis) Depending on your number of body paragraphs and your main points, you may include different numbers of action research education, documents in each paragraph, or switch around where you place your contextual information, your outside example, or your synthesis. There’s no one right way to outline, just so long as each of your body paragraphs has a clear point that you support with documents, and you remember to do a deeper analysis on four documents, bring in outside historical information, and make a comparison to another historical situation or time (you will see these last points further explained in the rubric breakdown). Of course, all the organizational skills in kinds organisms perform, the world won't help you if you can't write your entire essay in the time allotted. The next section will cover time management skills. You can be as organized as this library! Time Management Skills for Essay Writing.
Do you know all of action paper, your essay-writing skills, but just can’t get a DBQ essay together in chapter, a 15-minute planning period and 40 minutes of writing? There could be a few things at play here: Do you find yourself spending a lot of time staring at action paper education, a blank paper? If you feel like you don’t know where to database of phd thesis uk start, spend one-two minutes brainstorming as soon as you read the question and the documents. Action Paper? Write anything here—don’t censor yourself. No one will look at chemosynthesis, those notes but you! After you’ve brainstormed for a bit, try to organize those thoughts into a thesis, and then into body paragraphs. Action Education? It’s better to start working and change things around than to waste time agonizing that you don’t know the of phd uk perfect thing to say.
Are you too anxious to start writing, or does anxiety distract you in the middle of your writing time? Do you just feel overwhelmed? Sounds like test anxiety. Lots of action education, people have this. (Including me! I failed my driver’s license test the postgraduate social first time I took it because I was so nervous.) You might talk to a guidance counselor about your anxiety. They will be able to provide advice and direct you to resources you can use. There are also some valuable test anxiety resources online: try our guide to mindfulness (it's focused on the SAT, but the same concepts apply on any high-pressure test) and check out research paper tips from Minnesota State University , these strategies from pleasure reading essay TeensHealth , or this plan for reducing anxiety from West Virginia University . Are you only two thirds of the way through your essay when 40 minutes have passed? You are probably spending too long on your outline, biting off more than you can chew, or both.
If you find yourself spending 20+ minutes outlining, you need to practice bringing down your outline time. Remember, an outline is just a guide for your essay—it is fine to switch things around as you are writing. Paper? It doesn’t need to be perfect. To cut down on postgraduate social, your outline time, practice just outlining for shorter and shorter time intervals. Action Research Paper Education? When you can write one in 20 minutes, bring it down to perform chemosynthesis 18, then down to 16. You may also be trying to cover too much in your paper. If you have five body paragraphs, you need to research scale things back to three. Dissertation Sysnopsis? If you are spending twenty minutes writing two paragraphs of contextual information, you need to trim it down to action research a few relevant sentences. Be mindful of where you are spending a lot of time, and target those areas. You don’t know the problem —you just can’t get it done! If you can’t exactly pinpoint what’s taking you so long, I advise you to simply practice writing DBQs in chemosynthesis, less and less time.
Start with 20 minutes for action paper education, your outline and 50 for endotoxin assay, your essay, (or longer, if you need). Action Research Paper? Then when you can do it in postgraduate social work, 20 and 50, move back to 18 minutes and 45 for action research paper, writing, then to 15 and 40. You absolutely can learn to manage your time effectively so that you can write a great DBQ in the time allotted. On to research dissertation the next skill! The final skill that isn’t explicitly covered in the rubric, but will make a big difference in your essay quality, is integrating document citations into action research your essay. Organisms Perform? In other words, how do you reference the information in the documents in research education, a clear, non-awkward way? It is usually better to use the author or title of the document to assay interference identify a document instead of action research paper education, writing “Document A.” So instead of writing “Document A describes the riot as. ” you might say, “In Sven Svenson’s description of the riot…” When you quote a document directly without otherwise identifying it, you may want to interference include a parenthetical citation. For example, you might write, “The strikers were described as ‘valiant and true’ by the working class citizens of the city (Document E).” Now that we’ve reviewed the essential, foundational skills of the DBQ, I’ll move into the rubric breakdowns. Research Education? We’ll discuss each skill the AP graders will be looking for when they score your exam.
All of the dissertation sysnopsis history exams share a DBQ rubric, so the paper education guidelines are identical. Don't worry, you won't need a magnifying glass to examine the rubric. The DBQ rubric has four sections for a total of seven points. One point is for having a thesis that works and is historically defensible. This just means that your thesis can be reasonably supported by the documents and historical fact. So please don’t make the main point of your essay that JFK was a member of the Illuminati or that Pope Urban II was an alien. Per the College Board, your thesis needs to be located in your introduction or your conclusion. Pleasure Book Reading Essay? You’ve probably been taught to place your thesis in your intro, so stick with what you’re used to. Plus, it’s just good writing—it helps signal where you are going in the essay and what your point is. You can receive another point for having a super thesis. The College Board describes this as having a thesis that takes into action paper account “historical complexity.” Historical complexity is really just the idea that historical evidence does not always agree about everything, and that there are reasons for agreement, disagreement, etc.
How will you know whether the historical evidence agrees or disagrees? The documents! Suppose you are responding to a prompt about women’s suffrage (suffrage is the right to vote, for those of you who haven’t gotten to dissertation sysnopsis that unit in class yet): “Analyze the responses to paper education the women’s suffrage movement in the United States.” Included among your documents, you have a letter from a suffragette passionately explaining why she feels women should have the vote, a copy of a suffragette’s speech at postgraduate, a women’s meeting, a letter from one congressman to another debating the pros and cons of suffrage, and a political cartoon displaying the death of society and the end of the ‘natural’ order at the hands of action, female voters. A simple but effective thesis might be something like, “Though ultimately successful, the women’s suffrage movement sharply divided the country between those who believed women’s suffrage was unnatural and assay interference those who believed it was an inherent right of action research education, women.” This is social work, good: it answers the question and action research paper clearly states the two responses to suffrage that are going to be analyzed in the essay. A super thesis , however, would take the relationships between the sysnopsis documents (and the paper people behind the documents!) into pleasure account. It might be something like, “The dramatic contrast between those who responded in paper, favor of women’s suffrage and those who fought against it revealed a fundamental rift in social work, American society centered on the role of women—whether women were ‘naturally’ meant to be socially and civilly subordinate to research paper education men, or whether they were in fact equals.” This is a “super” thesis because it gets into kinds perform the specifics of the relationship between historical factors and shows the broader picture —that is, what responses to women’s suffrage revealed about the role of women in education, the United States overall. It goes beyond just analyzing the specific issues to assay interference a “so what”?
It doesn’t just take a position about research, history, it tells the thesis uk reader why they should care . Education? In this case, our super thesis tells us that the reader should care about women’s suffrage because the issue reveals a fundamental conflict in social courses, America over action research paper education the position of women in society. Part B: Document Analysis - 2 Points. One point for using six or seven of the documents in your essay to support your argument. Easy-peasy! However, make sure you aren’t just summarizing documents in a list, but are tying them back to the main points of pleasure book, your paragraphs. It's best to avoid writing things like, “Document A says X, and Document B says Y, and Document C says Z.” Instead, you might write something like, “The anonymous author of Document C expresses his support and admiration for the suffragettes but also expresses fear that giving women the action paper education right to interference vote will lead to conflict in action research, the home, highlighting the work courses common fear that women’s suffrage would lead to research paper education upheaval in women’s traditional role in society.” Any summarizing should be connected a point. Essentially, any explanation of what a document says needs to be tied to a “so what?” If it’s not clear to you why what you are writing about a document is related to your main point, it’s not going to be clear to the AP grader. You can get an additional point here for doing further analysis on 4 of the endotoxin documents. Action Education? This further analysis could be in any of these 4 areas:
Author’s point of view - Why does the author think the way that they do? What is their position in research dissertation, society and how does this influence what they are saying? Author’s purpose - Why is the paper education author writing what they are writing? What are they trying to convince their audience of? Historical context - What broader historical facts are relevant to this document? Audience - Who is the intended audience for this document?
Who is the organisms perform chemosynthesis author addressing or trying to convince? Be sure to tie any further analysis back to your main argument! And remember, you only have to do this for action research, four documents for database thesis, full credit, but it’s fine to do it for education, more if you can. So how do you practice document analysis? By analyzing documents!
Luckily for AP test takers everywhere, New York State has an exam called the Regents Exam that has its own DBQ section. Before they write the essay, however, New York students have to answer short answer questions about the documents. Answering Regents exam DBQ short-answer questions is good practice for basic document analysis. While most of the questions are pretty basic, it’s a good warm-up in terms of thinking more deeply about the documents and how to use them. This set of Regent-style DBQs from the Teacher’s Project are mostly about of phd thesis uk, US History, but the action education practice could be good for other tests too. This prompt from the Morningside center also has some good document comprehensions questions about sysnopsis, a US-History based prompt. Note: While the research paper document short-answer questions are useful for thinking about book reading, basic document analysis, I wouldn’t advise completing entire Regents exam DBQ essay prompts for practice, because the format and rubric are both somewhat different from the AP. Your AP history textbook may also have documents with questions that you can use to practice. Flip around in there! This otter is ready to swim in the waters of the DBQ.
When you want to do a deeper dive on action research paper education, the documents, you can also pull out those old College Board DBQ prompts. Read the documents carefully. Sysnopsis? Write down everything that comes to your attention. Do further analysis—author’s point of view, purpose, audience, and historical context—on all the documents for action paper, practice, even though you will only need to do additional analysis on four on test day. Of course, you might not be able to do all kinds of further analysis on things like maps and endotoxin assay interference graphs, which is fine. You might also try thinking about action research education, how you would arrange those observations in an argument, or even try writing a practice outline!
This exercise would combine your thesis and document-analysis skills practice. When you’ve analyzed everything you can possibly think of for all the documents, pull up the database Scoring Guide for research, that prompt. It helpfully has an entire list of analysis points for each document. Consider what they identified that you missed. Do you seem way off-base in your interpretation? If so, how did it happen? Part C: Using Evidence Beyond the Documents - 2 Points.
Don’t be freaked out by the fact that this is two points! One point is just for context - if you can locate the issue within its broader historical situation. You do need to dissertation write several sentences to a paragraph about it, but don’t stress; all you really need to know to be able to get this point is information about major historical trends over time, and you will need to know this anyways for the multiple choice section. If the research question is about the Dust Bowl during the pleasure book reading Great Depression, for example, be sure to include some of the general information you know about the paper education Great Depression! Boom. Contextualized. The other point is for naming a specific, relevant example in your essay that does not appear in the documents.
To practice your outside information skills, pull up your College Board prompts! Read through the prompt and documents and then write down all of the contextualizing facts and as many specific examples as you can think of. I advise timing yourself—maybe 5-10 minutes to read the documents and prompt and list your outside knowledge—to imitate the time pressure of the DBQ. When you’ve exhausted your knowledge, make sure to fact-check your examples and database thesis your contextual information! You don’t want to use incorrect information on test day. If you can’t remember any examples or contextual information about that topic, look some up! This will help fill in action education, holes in your knowledge. All you need to do for synthesis is relate your argument about this specific time period to pleasure essay a different time period, geographical area, historical movement, etc. It is probably easiest to paper do this in the conclusion of the essay.
If your essay is about the Great Depression, you might relate it to book reading the Great Recession of 2007-2009. You do need to do more than just mention your synthesis connection. You need to make it meaningful. How are the two things you are comparing similar? What does one reveal about the other? Is there a key difference that highlights something important? To practice your synthesis skills—you guessed it—pull up your College Board prompts! Read through the prompt and documents and then identify what historical connections you could make for your synthesis point. Be sure to research write a few words on why the connection is significant! A great way to make sure that your synthesis connection makes sense is to kinds explain it to research someone else. If you explain what you think the endotoxin connection is and paper they get it, you’re probably on the right track.
You can also look at sample responses and the scoring guide for the old prompts to see what other connections students and AP graders made. That's a wrap on thesis, the rubric! Let's move on to skill-building strategy. Don't let the DBQ turn you into a dissolving ghost-person, though. You’ve probably noticed that my advice on how to practice individual rubric skills is pretty similar: pull out a prompt and do a timed exercise focusing on just that skill. However, there are only so many old College Board prompts in the universe (sadly).
If you are working on research education, several skills, I advise you to combine your practice exercises. What do I mean? Let’s say, for sysnopsis, example, you are studying for US History and want to work on writing a thesis, bringing in outside information, and education document analysis. Postgraduate Social Work Courses? Set your timer for 15-20 minutes, pull up a prompt, and: Write 2-3 potential thesis statements in research paper education, response to the prompt Write all the contextual historical information you can think of, and a few specific examples Write down analysis notes on all the documents.
Then, when you pull up the Scoring Guide, you can check how you are doing on all those skills at research chapter, once! This will also help prime you for test day, when you will be having to action paper education combine all of the rubric skills in a timed environment. That said, if you find it overwhelming to combine too many exercises at once when you are first starting out in your study process, that’s completely fine. Sysnopsis? You’ll need to put all the skills together eventually, but if you want to action research spend time working on them individually at kinds organisms, first, that’s fine too. So once you've established your baseline and prepped for days, what should you do? It's time to take another practice DBQ to see how you've improved! I know you're tired, but you can do it! So, you established a baseline, identified the research skills you need to work on, and thesis practiced writing a thesis statement and analyzing documents for hours.
What now? Take another timed, practice DBQ from a prompt you haven’t seen before to check how you’ve improved. Research Education? Recruit your same trusted advisor to grade your exam and give feedback. Book? After, work on any skills that still need to action paper education be honed. Repeat this process as necessary, until you are consistently scoring your goal score. Then you just need to make sure you maintain your skills until test day by doing an occasional practice DBQ. Eventually, test day will come—read on for my DBQ-test-taking tips.
How Can I Succeed On DBQ Test Day? Once you’ve prepped your brains out, you still have to take the test! I know, I know. But I’ve got some advice on how to make sure all of your hard work pays off on test day—both some general tips and some specific advice on dissertation, how to write a DBQ. Most of these are probably tips you’ve heard before, but they bear repeating: Get a good night’s sleep for the two nights preceding the exam. This will keep your memory sharp! Eat a good breakfast (and lunch, if the action exam is in the afternoon) before the exam with protein and whole grains. This will keep your blood sugar from crashing and making you tired during the exam.
Don’t study the kinds perform chemosynthesis night before the exam if you can help it. Research Paper Education? Instead, do something relaxing. You’ve been preparing, and you will have an easier time on exam day if you aren’t stressed from trying to kinds organisms perform cram the night before. This dude knows he needs to action research paper education get a good night's rest! Below I’ve laid out how to perform chemosynthesis use your time during the action DBQ exam. I’ll provide tips on postgraduate courses, reading the question and docs, planning your essay, and writing! Be sure to action research paper education keep an eye on the clock throughout so you can track your general progress.
Reading the Question and the Documents: 5-6 min. First thing’s first: r ead the database of phd question carefully , two or even three times. You may want to circle the task words (“analyze,” “describe,” “evaluate,” “compare”) to research paper education make sure they stand out. You could also quickly jot down some contextual information you already know before moving on pleasure essay, to the documents, but if you can’t remember any right then, move on to the docs and let them jog your memory. It’s fine to have a general idea of a thesis after you read the action research education question, but if you don’t, move on to the docs and let them guide you in assay interference, the right direction. Next, move on to the documents. Mark them as you read—circle things that seem important, jot thoughts and notes in action research paper, the margins. After you’ve passed over the documents once, you should choose the four documents you are going to analyze more deeply and read them again. You probably won’t be analyzing the author’s purpose for sources like maps and charts.
Good choices are documents in which the author’s social or political position and stake in the issue at hand are clear. Get ready to go down the document rabbit hole. Once you’ve read the question and you have preliminary notes on the documents, it’s time to start working on organisms perform, a thesis. If you still aren’t sure what to talk about, spend a minute or so brainstorming. Write down themes and concepts that seem important and create a thesis from those. Remember, your thesis needs to answer the research question and make a claim! When you’ve got a thesis, it’s time to work on an outline . Thesis Uk? Once you’ve got some appropriate topics for your body paragraphs, use your notes on the documents to populate your outline. Paper Education? Which documents support which ideas? You don’t need to use every little thought you had about the document when you read it, but you should be sure to use every document.
Here's three things to make sure of: Make sure your outline notes where you are going to include your contextual information (often placed in the first body paragraph, but this is up to you), your specific example (likely in one of the body paragraphs), and your synthesis (the conclusion is a good place for assay, this). Make sure you’ve also integrated the four documents you are going to further analyze and how to analyze them. Make sure you use all the documents! I can’t stress this enough. Take a quick pass over your outline and the docs and make sure all of the docs appear in your outline. If you go over the planning time a couple of minutes, it’s not the end of the world. This probably just means you have a really thorough outline! But be ready to action research education write pretty fast. Writing the chemosynthesis Essay - 40 min. If you have a good outline, the research paper hard part is out of the way!
You just need to research methods chapter make sure you get all of your great ideas down in the test booklet. Don’t get too bogged down in action education, writing a super-exciting introduction. Dissertation? You won’t get points for it, so trying to be fancy will just waste time. Spend maybe one or two sentences introducing the action research issue, then get right to your thesis. For your body paragraphs, make sure your topic sentences clearly state the point of the thesis paragraph . Action Paper Education? Then you can get right into essay your evidence and your document analysis. As you write, make sure to keep an eye on the time. Education? You want to be a little more than halfway through at the 20-minute mark of the writing period, so you have a couple minutes to of phd thesis go back and research edit your essay at the end. Keep in database of phd thesis uk, mind that it’s more important to clearly lay out your argument than to action paper use flowery language. Social Courses? Sentences that are shorter and to action research paper the point are completely fine. If you are short on time, the conclusion is the least important part of research methods chapter, your essay . Even just one sentence to wrap things up is fine just so long as you’ve hit all the paper education points you need to (i.e. don’t skip your conclusion if you still need to put in your synthesis example).
When you are done, make one last past through your essay. Make sure you included everything that was in your outline and hit all the rubric skills! Then take a deep breath and pat yourself on the back. You did it!! Have a cupcake to celebrate.
I realize I've bombarded you with information, so here are the key points to take away: Remember the drill for postgraduate, prep: establish a baseline, build skills, take another practice DBQ, repeat skill-building as necessary. Make sure that you know the rubric inside and paper out so you will remember to hit all the necessary points on test day! It’s easy to lose points just for forgetting something like your synthesis point. On test day, keep yourself on sysnopsis, track time-wise ! This may seem like a lot, but you can learn how to ace your DBQ! With a combination of preparation and good test-taking strategy, you will get the score you’re aiming for.
The more you practice, the more natural it will seem, until every DBQ is a breeze. If you want more information about the action research DBQ, see my introductory guide to the DBQ. Haven't registered for the test yet? See our article for kinds, help registering for AP exams. For more on studying for the AP US History exam, check out the best AP US History notes to study with. Studying for World History? See these AP World History study tips from one of our experts.
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 education, improving your score. Download it for free now: Have friends who also need help with test prep? Share this article! Ellen has extensive education mentorship experience and database of phd uk is deeply committed to helping students succeed in all areas of life. She received a BA from Harvard in research paper education, Folklore and Mythology and kinds perform is currently pursuing graduate studies at action research paper education, Columbia University. You should definitely follow us on sysnopsis, social media. You'll get updates on action research, our latest articles right on your feed.
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John Dos Passos Dos Passos, John (Vol. 8) - Essay. Dos Passos, John 1896–1970. An American novelist, Dos Passos is best known for his U.S.A. trilogy. Research Paper. Disturbed by the social and economic conditions faced by Americans in research methods dissertation, the twenties and thirties, Dos Passos pictured his country as a wasteland. A self-proclaimed middle-class liberal, Dos Passos was concerned with individual freedom in an increasingly repressive society. (See also CLC , Vols.
1, 4, and paper education, Contemporary Authors , 1-4, rev. ed.; obituary, Vols. 29-32, rev. ed.) Dos Passos, in U.S.A. , focused entirely on the widening gyre [as in Yeats' Second Coming]. He obliquely explored the physical and social landscape that West symbolized in perform, Day of the Locust by viewing the period leading up to the depression through one set of intellectual and emotional lenses of the thirties. There is no green light, Hollywood vista, Daisy Buchanan, or Faye Greener in U.S.A. Action Research Paper Education. , no symbolic goal—only a gyre continually widening beyond reach. And there is no vehicle, only the collective life of all the characters. The real subject is the motive power, or the force that drives the characters in methods dissertation, the widening gyre: America's aimless and education, uncontrollable energy, the spirit of laissez faire and the melting pot, which the style so fully and palpably embodies.
The style (which Dos Passos mistakenly considered the speech of the people in his appended introduction to endotoxin interference The 42nd Parallel ) drives to include everything in an apparently indiscriminate and shifting mixture. Action Research Paper. And the chemosynthesis style finally levels all human action, motivation, and destiny—turns action into movement, reduces motivation to conditioned response, converts destiny into blueprint. If we see the action paper style, which embodies America's destructive energy, as the subject, the trilogy is a success. Still, Dos Passos' Marxist materialist determinism intrudes, and of phd thesis uk, the overall pattern is consecutive and causal. Dos Passos finally simplifies his vision by showing the widening gyre to be the cause of the centre's destruction. (p. 133)
Richard Pearce, in action, Criticism (reprinted by book reading essay, permission of the Wayne State University Press; copyright 1971 by action research education, Wayne State University Press), Vol. VIII, No. Social Work. 1, (Winter, 1971) . Dos Passos' USA … remains the research paper most ambitious work of fiction attempted by any writer in English during the Thirties, and technically it was extremely influential, and not in English writing alone. It was an pleasure book reading, attempt at what used to be called the Great American Novel, a kind of epic of the American experience during this century. It fails, I think, because in the end Dos Passos cannot fuse it into action research education, a unity; and organisms perform, though it is complicated it is not complex. What I am tempted to education call the novel proper—and that one can extract from a novel something one speaks of as the novel proper is surely a sign of the author's failure—is, despite all the documentation, curiously lifeless, a result partly of Dos Passos' extremely flat style of rendering his characters. Organisms Chemosynthesis. The vivifying quality, the poetry, goes into the other elements of the novel, the biographies of paper eminent Americans with which it is interspersed, and the sections of what Dos Passos calls Newsreel, and the device, which certainly arouses aesthetic problems, called the Camera Eye. These seem to me brilliant, the biographies outstandingly so.
But they also appear as so much husk around the novel proper. When one compares USA with Ulysses , one can only say that, by comparison with Joyce, Dos Passos was an amateur. Chapter Dissertation. (p. 248) Walter Allen, in action research paper education, Twentieth Century Literature (copyright 1974, Hofstra University Press), October, 1974 . Most of reading essay [Dos Passos's] experience, in personal evolution, politics, and technique, is distilled in U.S.A. Education. , the triumphant point of his career. The novel isn't only a massive vision of America corrupting itself over Dos's own lifetime …; it's also a great technical enterprise in organisms chemosynthesis, which the attempt is made through presentational tactics to relate personal psychology to research education the historical process. But the personal life of the interference author, given in the 'Camera Eye' sections, exists in a pained isolation of images, self-dwarfing and action research education, self-abnegating. In unstylised form we get this sensibility in the letters [in The Fourteenth Chronicle ]: the self is uneasy and social courses, not very assertive, and the gestures outward toward principles and process seem, here, like efforts to contact reality and wholeness which can't quite succeed, though there's no doubting the paper education fervent radical indignation…. Where he mainly differs from his lost generation peers is in his personal withdrawal and loneliness and the scale of dissertation his pessimism, which starts early and persists as if as a character trait, however vindicated by circumstances. The letters lack intensive confession, and action paper, you feel back to postgraduate social work an unease with self further behind them; the novels are the justification for education reading them, as well as a proper curiosity about the uk mental movements of an important figure in a crucial generation of American writers and thinkers.
They have not that kind of immersed involvement in action research paper, history that Fitzgerald's have: for Dos Passos, history was outside the self, pulling and pushing it. But this is a significant accounting, carrying a lot of the experience of organisms perform a total culture inside it. (p. 509) Malcolm Bradbury, Inside U.S.A., in New Statesman (© 1974 The Statesman Nation Publishing Co. Ltd.), October 11, 1974, pp.
508-09 . If you are a Dos Passos fan (as I am), then you will appreciate [ Century's Ebb , his] posthumous fiction-history. Action Paper. It is in the mature Dos Passos manner: a complex intersection of fiction, social history, biography, blank verse, and sermonizing, the whole interspersed with bits and pieces of headlines, popular tunes, and slogans intended to social evoke the texture and subliminal meaning of the passing scene. Dos Passos bore witness to the chaotic complexity of the twentieth century in much the same manner as monastic historians of the patristic period chronicled the fall of Rome and the birth of Christian Europe. Monk and novelist felt themselves in the presence of a social situation so multitudinous and so intrinsically chaotic that the action paper only appropriate response was to open up the forms of narrative itself, so that it might reflect the teeming confusion of an age in endotoxin, which fact and fiction, legend and event, prose and poetry, myth and statistic melted together in the crucible of crumbling orthodoxies and social transitions…. The closer Dos Passos came to the present (and we are speaking here in terms of decades and half-decades) [in Century's Ebb ], the more his narrative method came under strain. Implicit in paper education, his earlier chronicles—and underpinning them as ontological—were correct acts of organisms perform selection in the matter of who and what was most representative. No matter how unstructured and unassessed was the action research education history of the 1890–1930 period, it already had for Dos Passos an underlying myth and an agreed-upon cast of characters. Dos Passos's chronicles were, in their own way, mixed-media events: in dialogue with, and sustained by, a sense of history already brought to semi-coherence by the triaging of newspapers, magazines, and motion pictures. I am afraid that, in completing Century's Ebb , Dos Passos knew that his earlier method had come under strain in dealing with the 1935–1969 period, both as a matter of substantive vision and postgraduate social courses, literary technique…. A dedicated conservative in his later years, Dos Passos in Century's Ebb has the perennial problem of conservatives: to come up with heroes and mediating symbols.
Did he, when he put aside his manuscript, suspect that John Foster Dulles, Joe McCarthy, and action research paper education, the astronauts just weren't compelling enough as public figures to sustain a conviction of enduring American tradition amidst the chaos? Did he realize, as he meditated upon organisms perform, this incomplete and uncompleted book, that the experiences of so many of its fictional characters were, in the last analysis, inconclusive, a faint puttering in comparison with the lives of action research his previous protagonists? Or did he intend it that way? Did he intend that his last chronicle be one long, grand anticlimax, because, being a Jeffersonian conservative, he felt the database of phd Republic sadly detached from its founding ideals, and that American lives were being led to no purpose? Century's Ebb , in short, suffers not from education a lack of scale, but from a certain subtle fatigue, a weariness with it all…. Century's Ebb will not add an iota to the reputation of John Dos Passos, which is already enduring. It will not offer much in the way of either satisfying narrative or compelling moral vision. It will give greatest satisfaction to those familiar with the Dos Passos oeuvre—and especially to those familiar with the conservative philosophy of Dos Passos in the years since the Second World War.
It is book essay, a plaintive coda to a major canon in the corpus of action research education contemporary American literature. Kevin Starr, A Plaintive Coda, in Harvard Magazine (copyright © 1975, Harvard Magazine, Inc.; reprinted by permission), October, 1975, p. 69 . Century's Ebb is not a very good book; it would not reward serious interest outside the postgraduate social context of the education chronicles and were it not the last gesture—I assume—of its author. It's appropriate that the work looks like a Dos Passos novel…. The fiction as always is pleasure book, supposedly naturalistic, but is betrayed here by its stiffness…. The essays—for want of a better word—are impressionistic, cranky, and lively, the occasional vulgarity (liberals are nervous Nellies) really only the ideological obverse of the style of U.S.A. But, especially since Century's Ebb is a chronicle—a word suggesting enormous significance—the inconsequentiality of some of the fictional episodes and essays taxes one's patience, and the forced relationship between the fiction and the essays compels one to wonder if Dos Passos's method hasn't always been a safe one—since such a separation exists between the old-fashioned storytelling and what is thought experimental in his work. (p.
16) Dos Passos fictionalizing direct experience is, of course, not new, but there is something—I don't know— coy about it here, a sort of peek-a-boo quality that undercuts and diminishes the supposed intention of The Thirteenth Chronicle . (pp. 16-17) Joseph Kennedy and Bernard Baruch play themselves, but … did the two old gentlemen have the conversation heard here? (Note, for contrast, E. L. Doctorow's Ragtime , where improbable meetings are given an artistic truth this probable meeting is research paper education, without.) My point is that Century's Ebb amounts to much less than a chronicle. Postgraduate Social Work Courses. In the absence of research paper education a sustained vision—some large historical sense—that draws the disparate elements into a web of consequence and inevitability, it becomes a kind of invitation to a quiz game (dressed up with some provocative essays futilely assuring us there's something epic here), a release for chapter the reader's own frustrated investment of research paper attention and dissertation, energy, little more than a roman a clef —in my book a trivial form of literature, if an elevation of gossip. Research Paper. The earlier novels, before Dos Passos thought of the formal term, were chronicles—so why the degeneration? Many possibilities, I'm sure, but I'd like to sketch one. To write fiction that stands as a serious historical account of the time-spirit, a witness, one must control the postgraduate social work writing, it seems to me, by either conviction or wonder—exploration or awe—not by defensiveness, self-justification.
Dos Passos consistently has his eye on a liberal audience—the substance and research paper, tone betray that fact…. I'm not suggesting any automatic and necessary connection between such a tone and a roman a clef specifically—of course not. But surely what's left of a chronicle, deserted by graceful conviction or naive wonder, is merely pop costume-fiction of one kind or another. (p. 17) Samuel Hux, Pignatelli's Progress, in Saturday Review (© 1975 by Saturday Review/World, Inc.; reprinted with permission), October 18, 1975, pp. 16-17 . Like the author of Ulysses , who circulated the word claritas —the radiance that attends intellectual apprehension—Dos Passos wanted multifariousness to cohere, and reading essay, trusted that a cunning interplay of literary techniques would make that happen. Action Research Paper Education. He was willing to pleasure book reading outwait the impatience of readers who thought the techniques themselves incoherent, mainly because they fragmented the action paper education orderly look of print…. Using newsreels, meditations, chunks of prose-poetry, fictional interludes, biographies like Time covers, he composed Chronicle after Chronicle: a twentieth century American reader's own life and times….
Century's Ebb ,… Chronicle Number 13, is a posthumous book never really firmed up by the author…. Its focus is the Spanish Civil War and work, Truman-Era leftism. Its three fictional sequences, intercut, chronicle a fiscal hotshot on action research, the lam in South America, a pair of left-wing True Believers, an attorney whose experience of Stalinist chicanery in Spain swings him rightward…. What works, works thanks to Dos Passos' gift for stepping efficiently through clutter. (p. 1247) What's most evidently missing, from end to end of the book, is database of phd uk, any sense of anyone experiencing those years. A lot of pop-lecture clarification occurs, and much pointing of facts the current mythology forgets (though Dos Passos' mythology forgets different facts)….
Don't mistake it for real fiction,… nor, above all, for the sort of education literary cubism it masquerades as…. (p. 1248) Hugh Kenner, Methadone Fix for work Experience Addicts, in research paper education, National Review (© National Review, Inc., 1975; 150 East 35th St., New York, N.Y. 10016), November 7, 1975, pp. 1247-48 . Access our John Dos Passos Study Guide for Free. John Dos Passos Homework Help Questions. I suppose his statement is rhetorically effective, but it was certainly not accurate even when he wrote it.
It is more a reflection of Marxist rhetoric than of the reality of the US. Marxist. Kinds Perform. Ask a question.