Biography of Thomas Newcomen, Steam Engine Inventor

Thomas Newcomen (February 28, 1663–August 5, 1729) was a blacksmith from Dartmouth, England who assembled the prototype for the first modern steam engine. His machine, built in 1712, was known as the Atmospheric Steam Engine. Fast Facts: Thomas Newcomen Known For: Inventor of the atmospheric steam engineBorn: February 28, 1663 in Dartmouth, EnglandParents: Elias Newcomen and his first wife SarahDied: August 5, 1729 in London, EnglandEducation: Trained as an ironmonger (blacksmith) in ExeterSpouse: Hannah Waymouth (m. July 13, 1705)Children: Thomas (d. 1767), Elias (d. 1765), Hannah Before Thomas Newcomens time, steam engine technology was in its infancy. Inventors such as Edward Somerset of Worcester, Newcomens neighbor Thomas Savery, and French philosopher John Desaguliers were all researching the technology before Thomas Newcomen began his experiments. Their research inspired inventors such as Newcomen and James Watt to invent practical and useful steam-powered machines. Early Life Thomas Newcomen was born on February 28, 1663, one of six children of Elias Newcomen (d. 1702) and his wife Sarah (d. 1666). The family was solidly middle-class: Elias was a freeholder, shipowner, and merchant. After Sarah died, Elias remarried Alice Trenhale on January 6, 1668, and it was Alice that raised Thomas, his two brothers, and three sisters. Thomas likely served as an apprentice at an ironmonger in Exeter: although there is no record of it, he began to trade as a blacksmith in Dartmouth about 1685. Documentary evidence has him purchasing quantities of iron up to 10 tons from various mills between 1694 and 1700, and he mended the Dartmouth Town Clock in 1704. Newcomen had a retail store at the time, selling tools, hinges, nails, and chains. On July 13, 1705, Newcomen married Hannah Waymouth, the daughter of Peter Waymouth of Marlborough. They eventually had three children: Thomas, Elias, and Hannah. Partnership With John Calley Thomas Newcomen was assisted in his steam research by John Calley (c. 1663–1717), a man from Brixton, Devonshire. Both are listed on the patent for the Atmospheric Steam Engine. John Calley (sometimes spelled Cawley) was a glazier—some sources say he was a plumber—who served out an apprenticeship in Newcomens workshops and continued working with him afterward. Together they likely began working on the steam engine in the late 17th century, and by 1707, Newcomen expanded his businesses, taking out or renewing new leases on a number of properties in Dartmouth. Neither Newcomen nor Calley was educated in mechanical engineering, and they corresponded with scientist Robert Hooke, asking him to advise them about their plans to build a steam engine with a steam cylinder containing a piston similar to that of Denis Papins. Hooke advised against their plan, but, fortunately, the obstinate and uneducated mechanics stuck to their plans: In 1698, Newcomen and Calley made an experimental, 7-inch-diameter brass cylinder, sealed with a leather flap around the edge of the piston.  The purpose of the first steam engines like the ones experimented with by Newcomen was to drain water out of coal mines. Thomas Savery Newcomen was considered an eccentric and a schemer by locals, but he did know about the steam engine invented by Thomas Savery (1650–1715). Newcomen visited Saverys home in Modbury, England, 15 miles from where Newcomen lived. Savery hired Newcomen, a skilled blacksmith, and ironmonger, to forge a working model of his engine. Newcomen was allowed to make a copy of the Savery machine for himself, which he set up in his own backyard, where he and Calley worked on improving the Savery design. Although the engine that Newcomen and Calley built was not a total success, they were able to obtain a patent in 1708. That was for an engine combining a steam cylinder and piston, surface condensation, a separate boiler, and separate pumps. Also named on the patent was Thomas Savery, who at that time held the exclusive rights to use surface condensation. The Atmospheric Steam Engine The atmospheric engine, as first designed, used a slow process of condensation by applying condensing water to the exterior of the cylinder, to produce the vacuum, which in turn caused the strokes of the engine to take place at very long intervals. More improvements were made, which immensely increased the rapidity of condensation. Thomas Newcomens first engine produced 6 or 8 strokes a minute, which he improved to 10 or 12 strokes. Newcomens engine passed steam through the cock and up into the cylinder, which equilibrated the pressure of the atmosphere, and allowed the heavy pump rod to fall, and, by the greater weight acting through the beam, to raise the piston to the proper position. The rod carried a counterbalance if needed. The cock then opened, and a jet of water from the reservoir entered the cylinder, producing a vacuum by the condensation of the steam. The pressure of the air above the piston then forced it down, again raising the pump rods, and thus the engine worked on indefinitely. The pipe is used for the purpose of keeping the upper side of the piston covered with water, to prevent air leaks—an invention of Thomas Newcomen. Two gauge-cocks and a safety valve were built in; the pressure used was hardly greater than that of the atmosphere, and the weight of the valve itself was ordinarily sufficient to keep the pipe down. The condensing water, together with the water of condensation, flowed off through the open pipe. Thomas Newcomen modified his steam engine so that it could power the pumps used in mining operations that removed water from mine shafts. He added an overhead beam, from which the piston was suspended at one end and the pump rod at the other. Death Thomas Newcomen died on August 5, 1729, in London at a friends house. His wife Hannah outlived him, she moved to Marlborough, and died in 1756. His son Thomas became a serge maker (cloth maker) in Taunton, and his son Elias became an ironmonger (but not an inventor) like his father. Legacy At first, Thomas Newcomens steam engine was seen as a rehash of earlier ideas. It was compared to a piston engine powered by gunpowder, designed (but never built) by Christian Huyghens, with a substitution of steam for the gasses generated by the explosion of gunpowder. Part of the issue why Newcomens work was not recognized might have been that, compared to the other inventors of the day, Newcomen was a middle-class blacksmith, and the more educated and elite inventors simply couldnt imagine that such a person would be able to invent something new. It was later recognized that Thomas Newcomen and John Calley had improved the method of condensation used in the Savery engine. French inventor and philosopher John Theophilus Desaguliers (1683–1744), wrote that Newcomens steam engine came into extensive use in all the mining districts, particularly in Cornwall, and was also applied to the drainage of wetlands, the supply of water to towns, and ship propulsion. The first steam-powered locomotive was invented in the first decade of the 19th century, based in part on Newcomens technology. Sources Allen, J.S. Newcomen, Thomas (1663–1729). A Biographical Dictionary of Civil Engineers in Great Britain and Ireland, Volume 1: 1500–1830. Eds. Skempton, A.W. et al. London: Thomas Telford Publishing and Institution of Civil Engineers, 2002. 476–78.Dickinson, Henry Winram. Newcomen and his Vacuum Engine. A Short History of the Steam Engine. Cambridge: Cambridge University Press, 2011. 29–53.Karwatka, Dennis. Thomas Newcomen, Inventor of the Steam Engine. Tech Directions 60.7:9, 2001.  Prosser, R.B. Thomas Newcomen (1663–1729). Dictionary of National Biography Volume 40 Myllar—Nicholls. Ed. Lee, Sidney. London: Smith, Elder Co., 1894. 326–29.

Visit The Young At Art Museum - 1437 Words

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Brave New World (1932) is one of the most insidiou Essay Example For Students

Brave New World (1932) is one of the most insidiou Essay s works of literature ever written. An exaggeration? Tragically, no. Brave New World has come to serve as the false symbol for any regime of universal happiness. So how does Huxley turn a future where were all notionally happy into the archetypal dystopia? If its technically feasible, whats wrong with using biotechnology to get rid of mental pain altogether?Brave New World is an unsettling, loveless and even sinister place. This is because Huxley deliberately endows his ideal society with features likely to alienate his audience. Typically, reading BNW elicits disturbing feelings which the society it depicts has notionally vanquished not a sense of joyful anticipation. Thus BNW doesnt, and isnt intended by its author to, evoke just how wonderful our lives could be if the human genome were rewritten. Lets say our DNA will be spliced and edited so we can all enjoy life-long bliss, awesome peak experiences, and a spectrum of outrageously good designer-drugs. Nor does Huxleys comparatively sympathetic account of the life of the Savage on the Reservation convey just how nasty the old regime of pain, disease and unhappiness can be. If you think it does, then you enjoy an enviably sheltered life and an enviably cosy imagination. For its all sugar-coated pseudo-realism. In BNW, Huxley contrives to exploit the anxieties of his bourgeois audience about both Soviet Communism and Fordist American capitalism. He taps into, and then feeds, our revulsion at Pavlovian-style behavioural conditioning and eugenics. Worse, it is suggested that the price of universal happiness will be the sacrifice of the most hallowed shibboleths of our culture: motherhood, home, family, freedom, even love. The exchange yields an insipid happiness thats unworthy of the name. Its evocation arouses our unease and distaste. In Brave New World, happiness derives from consuming mass-produced goods, sport, promiscuous sex, the feelies, and most famously of all, a supposedly perfect pleasure-drug, soma. As perfect pleasure-drugs go, soma underwhelms. Its not really a utopian wonderdrug at all. It does makes you high. Yet its more akin to a hangoverless tranquill iser or an opiate or a psychic anaesthetising SSRI like Prozac than a truly life-transforming elixir. Third-millennium neuropharmacology, by contrast, will deliver a vastly richer product-range of designer-drugs to order. For a start, soma is a very one-dimensional euphoriant. It gives rise to only a shallow, unempathetic and intellectually uninteresting well-being. Apparently, taking soma doesnt give Bernard Marx, the disaffected sleep-learning specialist, more than a cheap thrill. Nor does it make him happy with his station in life. John the Savage commits suicide soon after taking soma guilt and despair born of serotonin depletion!?. The drug is said to be better than (promiscuous) sex the only sex the brave new worlders practise. But a regimen of soma doesnt deliver anything sublime or life-enriching. It doesnt catalyse any mystical epiphanies or life-defining insights. It doesnt in any way promote personal growth. Instead, it provides a mindless, inauthentic imbecile happiness a vacuous escapism which makes people comfortable with their lack of freedom. If Huxley had wished to tantalise, rather than repel, emotional primitives like us with the biological nirvana soon in prospect, then he could have envisaged utopian wonderdrugs which reinforced or enriched our most cherished ideals. In our imaginations, perhaps we might have been allowed via chemically-enriched brave new worlders to turn ourselves into idealised versions of the sort of people wed most like to be. Behavioural conditioning, too, could have been used by the utopians to sustain, rather than undermine, a more sympathetic ethos of civilised society and a life well led. Likewise, biotechnology could have been exploited in BNW to encode life-long fulfilment and super-intellects for everyone instead of manufacturing a rigid hierarchy of genetically-preordained castes. Huxley, however, has an altogether different agenda in mind. He is seeking to warn us against scientific utopianism. He succeeds all too well. Although we tend to see other people, not least the notional brave new worlders, as the hapless victims of propaganda and disinformation, we may find the manipulated dupes have been us. For Huxley does a ef fective hatchet-job on the very sort of unnatural hedonic engineering that

Trash Essay Example For Students

Trash Essay Of all the movies that have ever been based on historical events and people, none have matched the accuracy and quality of the motion picture Gandhi. One could almost mistake the factual history of Gandhis life as a summary of the movie plot. The portrayal of Gandhis character was flawless, and was not one hint of the usual dramatics that have ruined the credibility of most historical based films. The storyline in the movie starts off with Gandhi, a young lawyer just out of British law school, on his way to South Africa by train. While on the train, Gandhi is confronted by the conductor, who orders him to move from the first class compartments to the third class storage simply because. The movie Gandhi starts off with the assassination of Gandhi on January 30, 1948. He was killed because of the split of Hindus and Muslims into Pakistan and India, instead of trying to keep the country united (which was impossible at the time). The story then jumps back to Gandhi early in his life, when he is a practicing attorney. He is traveling in South Africa on a train and is thrown off because he refuses to give up his first class seat. The conductor wants him to move because he is Indian. This upsets him and he organizes a burning of the discriminatory codes. The protestors are arrested and released. Gandhi is motivated by religious means; he believes that everyone is equal in Gods eyes. He gets involved in several movements for equality, and he stresses non-violence very strongly. The Indians are very mad because British rule continues to limit their rights. They are supposed to all get fingerprinted, and their marriage laws are invalid. Gandhis followers vow to fight their o ppressors to the death, but he discourages them from violence. He and his wife form a sort of commune of purity. They live off of the land entirely. During one scene, they ask all of Gandhis followers to burn all of their clothes that were made in Britain and wear only what they can make themselves. Gandhi practices this for the rest of his life, usually wearing just a loincloth. In another scene, Gandhi is in jail, and some of his followers are peacefully gathered in a square. The police lock up the square and kill almost everyone, over 1,500 people. Gandhi is disgusted and discouraged. He continues to preach non-violence, but the Indians do have occasional conflict with the police. Gandhis counter to the popular phrase an eye for an eye says that after that, everyone will be blind. Gandhi leads several organized protests against British rule. In one, all Indians stopped doing their work, and the major cities in the country were disabled. Another time, he led a 165-mile walk to the sea to protest the British monopoly on salt. The Indians made their own salt out of the sea. A turning point on the Indian fight for independence was the western press. Reporters witnessed a scene in which Indians tried to get into a factory row by row, and were brutally beaten by soldiers, row by row, as the women pulled the dead and injured away. Also, a reporter for Time magazine met Gandhi when he was in jail, took a lot of pictures of him, and made his plight known to the world. Finally, Gandhi travels to Europe to negotiate Indias freedom. While there, they cover some ground, but the actual release comes several years later, on August 15, 1947. After they are free, there is a civil war between the Hindus and the Muslims. They are forced to move around so they are in separate parts, India and Pakistan, and total chaos breaks out. Gandhi goes on another one of his fasts and refuses to eat until he is convinced all fighting has stopped. This is very difficult, but is accomplishe d. Soon afterwards, however, is his asassination. The movie Gandhi starts off with the assassination of Gandhi on January 30, 1948. He was killed because of the split of Hindus and Muslims into Pakistan and India, instead of trying to keep the country united (which was impossible at the time). The story then jumps back to Gandhi early in his life, when he is a practicing attorney. He is traveling in South Africa on a train and is thrown off because he refuses to give up his first class seat. The conductor wants him to move because he is Indian. This upsets him and he organizes a burning of the discriminatory codes. We are let into Gandhis life at 24yrs of age in the movie Ghandhi, upon which we see him getting kicked off the train. Though he is a stand up citizen and a respected lawyer he is treated with the same disrespect as blacks were during the Rosa Parks incident. We see an immediate racial prejudice .uded18723fd5791e367751437622b8da5 , .uded18723fd5791e367751437622b8da5 .postImageUrl , .uded18723fd5791e367751437622b8da5 .centered-text-area { min-height: 80px; position: relative; } .uded18723fd5791e367751437622b8da5 , .uded18723fd5791e367751437622b8da5:hover , .uded18723fd5791e367751437622b8da5:visited , .uded18723fd5791e367751437622b8da5:active { border:0!important; } .uded18723fd5791e367751437622b8da5 .clearfix:after { content: ""; display: table; clear: both; } .uded18723fd5791e367751437622b8da5 { 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; } .uded18723fd5791e367751437622b8da5:active , .uded18723fd5791e367751437622b8da5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uded18723fd5791e367751437622b8da5 .centered-text-area { width: 100%; position: relative ; } .uded18723fd5791e367751437622b8da5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uded18723fd5791e367751437622b8da5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uded18723fd5791e367751437622b8da5 .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; } .uded18723fd5791e367751437622b8da5:hover .ctaButton { background-color: #34495E!important; } .uded18723fd5791e367751437622b8da5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uded18723fd5791e367751437622b8da5 .uded18723fd5791e367751437622b8da5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uded18723fd5791e367751437622b8da5:after { content: ""; display: block; clear: both; } READ: Hemingway, In The Old Man And The Sea , Examines The Struggles Of Man Essay We will write a custom essay on Trash specifically for you for only $16.38 $13.9/page Order now

The New Enhanced ACT Writing Test (2016) Complete Guide

The New Enhanced ACT Writing Test (2016) Complete Guide SAT / ACT Prep Online Guides and Tips Did you know that the ACT Writing Test changed dramatically in Fall 2015? You might not, because people haven't talked about it much, but it changed the ACT and possibly standardized testing in general. It's scored based on all of the old ACT's criteria, but also on a number of new concepts. We've written the most comprehensive guide available on the new ACT Writing section. Keep reading to find out how you can prepare for and ace this new test. Because there's a lot to cover, we've divided this article into 3 sections, each exploring a major change in the new ACT Writing assignment: Part 1: Expanded Prompts Part 2: More Open-Ended Assignment Part 3: Redesigned Scoring Criteria Before we dive into this, it's useful to understand why they're changing the ACT Essay section, because this will help you write a better essay. Why Is the Writing Section Changing? One of colleges' biggest complaints about high school graduates is that their writing isn't academic or complex enough. Because the ACT is trying to position itself not only as a college entrance exam but also as a state-mandated graduation benchmark, it's always trying to stay relevant to the modern education system, and the Enhanced ACT Writing Test is a big part of that. ACT, Inc. gives a number of reasons for the changes to the essay assignment. The simplest explanation they give is that it "will allow students to more fully demonstrate their analytical writing ability." Edward R. Colby, a spokesman for ACT, has also commented on the increased complexity of the Enhanced ACT Writing assignment: â€Å"It won’t be ‘this side or that side,’† Mr. Colby said. â€Å"The question will ask students for multiple perspectives and support. It will be a more-complex prompt than what we’re delivering now.† But the real motivations behind the redesigned ACT Writing test are related to broader changes in education. Until recently, each state decided what to teach its students, and many students were graduating from high school totally unprepared for college. So in 2010, the National Governors Association released the Common Core standards in English and math. Forty-four of the fifty U.S. states and the District of Columbia have adopted the Common Core State Standards Initiative. The Grades 11-12 Common Core Writing Standards include references to three very specific types of writing: "Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence." "Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content." "Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences." As you'll be able to see in the scoring criteria later in the article, these three modes of writing correlate directly to the newly-added columns of writing modes in the ACT's new Writing Competencies Model. Will the Enhanced ACT Writing Test Matter More to Colleges? We don't yet know whether these changes will make the writing test more relevant to colleges, most of which don't require applicants to submit writing scores. But some of those colleges are big, and over 50 percent of high-school seniors are still writing essays when they take the ACT. Ultimately, colleges won't change their policies until the 2015 new ACT Writing test has been administered a few times, to see what the scores end up reflecting. For example, the old ACT essay is generally considered to be a somewhat skewed measure of students' writing ability. It can't test, as the Enhanced ACT Essay claims to, "insight/deeper understanding through thoughtful consideration." The closest it comes to testing "insight" is whether the examples logically support the point being made. It appears, though, that the new version is trying to capture more of the depth and meaning of an essay than has been attempted by standardized tests so far. PART I: Expanded Prompts While ACT, Inc. has only released a few sample prompts for the Enhanced ACT Writing section, we can learn a lot from them. The prompts are longer, more complicated, and cover a broader range of topics than the old prompts did. The topic of the old prompts mostly covered high school and education. They gave a paragraph on the topic and asked only that you "take a position" and support it. Old Prompt Style and Topic Here's the old style of prompt (this is all of it): Rather than concentrating on doing one thing at a time, high school students often divide their attention among several activities, such as watching television and using the computer while doing homework. Some educators believe multitasking is a bad practice when doing homework because they think dividing attention between multiple tasks negatively affects the quality of students' work. Other educators do not believe multitasking is a bad practice when doing homework because they think students accomplish more during their limited free time as a result of multitasking. In your opinion, is it too distracting for high school students to divide their attention among several activities when they are doing homework? In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on this question. Use specific reasons and examples to support your position. As we discuss in our blog post about current ACT Writing prompts, and as is reflected in the prompt above, the old ACT prompts were all about topics related to high schoolers and high school education. And as you'll read next, that is no longer true with the introduction of the Enhanced ACT Writing Test. New Prompt Style and Topics The redesigned ACT Writing prompts are much more complex. They start with a passage about the same length as the old one, shown below. Notice that the prompt does not ask a specific question about the information. The prompt topic below, about the mechanization of the workforce, is a broad and often controversial issue in modern society. As you can see, it has nothing to do with high school or education. Note: in the prompt below, released by the ACT, the emphasis (in italics) of certain key phrases has been added by the editor. Intelligent Machines Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives. Since this is one of five prompts the ACT has released, we don't know anything about the range of topics they'll be covering. But we can draw some basic conclusions about their scope and structure. The Anatomy of the New ACT Writing Prompt Let's break down the new prompt, sentence by sentence. Sentence 1: General statement about "intelligent, automated machines" providing "goods and services" Sentences 2-4: Three specific examples of robots replacing human workers Sentence 5: Core question, "what is lost when we replace humans with machines?" Sentence 6: Instruction, "[Examine] the implications and meaning of [intelligent machines'] presence in our lives." As you can see, the instruction in Sentence 6 is phrased somewhat abstractly- it just says the topic is "worth examining." But since this is an essay prompt, we know that that sentence is actually telling us what it wants us to do. But that's not all! Added Perspectives, a.k.a. Points of View In addition to the large text prompt above, the Enhanced ACT Writing test gives you three different perspectives on the issue in thepassage: Perspective One What we lose with the replacement of people by machines is some part of our own humanity. Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people. Perspective Two Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Perspective Three Intelligent machines challenge our long-standing ideas about what humans are or can be. This is good because it pushes both humans and machines toward new, unimagined possibilities. Let's simplify the three perspectives: 1) Mechanization is related to and a symbol of perceived modern cultural disintegration (It's bad). 2) The efficiency of mechanization can only benefit humanity (It's good because it's efficient). 3) Mechanization is good because it tests our ideas about humanity (It's good because it challenges us). There's no way to know what the perspectives will be on future redesigned ACT Writing prompts, but it's safe to say that at least one will be positive and at least one will be negative. We'll explain what you're supposed to do with these perspectives below. PART II: More Open-Ended Assignment After the ACT presents you with this heap of information, it finally gives some specific instructions on what it wants you to do. Revised Expanded Instructions and Hints Here's the new 2015 ACT Writing Essay Task. It's safe to assume that this will be the same in every subsequent ACT Writing test. Essay Task Write a unified, coherent essay about the increasing presence of intelligent machines. In your essay, be sure to: clearly state your own perspective on the issue and analyze the relationship between your perspective and at least one other perspective develop and support your ideas with reasoning and examples organize your ideas clearly and logically communicate your ideas effectively in standard written English Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. There are a few new important things to note here: you now must not only choose a perspective on the issue (which, to make your life easier, should be one of those given), but also must discuss the relationship between the perspective you choose and at least one of the others. This is significantly more challenging than the amount of analysis you were expected to do in the old ACT Writing test. We'll get more deeply into this in a moment. New: Focus on Planning But wait! There's more! On a second page, the Enhanced ACT Writing Test gives space for planning your essay, and reminders of some things to consider including: Planning Your Essay Your work on these prewriting pages will not be scored. Use the space below and on the back cover to generate ideas and plan your essay. You may wish to consider the following as you think critically about the task: Strengths and weaknesses of the three given perspectives What insights do they offer, and what do they fail to consider? Why might they be persuasive to others, or why might they fail to persuade? Your own knowledge experience and values What is your perspective on this issue, and what are its strengths and weaknesses? How will you support your perspective in your essay? You can see, given the instructions, that there are a lot of elements to consider. It's a lot more open-ended than the old ACT essay. How Has the Assignment Changed? In the old ACT essay, you had 2 jobs: take a position on the topic (and defend it), and address (and disqualify) the opposing perspective to your own. In the Enhanced ACT Writing, you have still have 2 analytical jobs, but the specifics of the jobs have changed. You still have to take a position on the topic (and defend it), but,and this is the most novel part, you also have to discuss the relationship between the perspectives. The ACT gives you space in the essay booklet that's specifically for planning (to emphasize that planning is CRUCIAL to the assignment) and contains ideas for brainstorming support. Unfortunately, the ideas they give are a bit obtuse. Let's translate them into simpler wording: "What insights do they offer, and what do they fail to consider?" = how is each perspective right and wrong? "Why might they be persuasive to others, and how might they fail to persuade?" = why would people agree or disagree with each perspective? "What is your perspective on the issue, and what are its strengths and weaknesses?" = think about the perspective you choose and make sure it's easy to support (which, hopefully, you'd do automatically) "How will you support your perspective?" = the same thing you had to do on the old ACT essay: think of reasons and examples that show the validity of your argument PART III: Redesigned Scoring Criteria The old ACT Writing score criteria were in paragraph form, by score, and not broken down into categories. Let's take a look. The Old ACT Essay Scoring Criteria Score = 6 Essays within this score range demonstrate effective skill in responding to the task. The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a critical context for discussion. The essay addresses complexity by examining different perspectives on the issue, or by evaluating the implications and/or complications of the issue, or by fully responding to counterarguments to the writer's position. Development of ideas is ample, specific, and logical. Most ideas are fully elaborated. A clear focus on the specific issue in the prompt is maintained. The organization of the essay is clear: the organization may be somewhat predictable or it may grow from the writer's purpose. Ideas are logically sequenced. Most transitions reflect the writer's logic and are usually integrated into the essay. The introduction and conclusion are effective, clear, and well developed. The essay shows a good command of language. Sentences are varied and word choice is varied and precise. There are few, if any, errors to distract the reader. By contrast, the ACT's new "writing competencies model" looks really complicated, but much of it is the same as the old ACT essay requirements. The major categories are still the same- "generate ideas" is the same as "takes a position and supports it" and so on. Let's look at each section; the items in blue boxes are the newly-introduced elements. However, it's not 100% accurate to say that all of these are newly introduced. After the new criteria, we break down what's actually new and how it fits into the simpler, older scoring model. The Redesigned 2015 ACT Essay Scoring Criteria Generate Ideas Develop Ideas Sustain Ideas Organize Ideas Communicate Ideas There's a lot to digest here, so we've created a condensed version of the old ACT scoring criteria on the left and the new additions from the blue boxes above on the right. Old ACT Writing, Score of 6 New ACT Skill Name Enhanced ACT Writing adds... The essay takes a position on the issue and may offer a critical context for discussion. The essay addresses complexity by examining different perspectives on the issue, or by evaluating the implications and/or complications of the issue, or by fully responding to counterarguments to the writer's position. Generate ideas (Judgment, Analysis, Narration and Reflection) multiple perspectives articulate insight/depth of understanding situated perspectives (context) Development of ideas is ample, specific, and logical. Most ideas are fully elaborated. Develop Ideas (Develop a Position, Support an Explanation, Give an Account) appeals to emotion/feeling identify and explore relevant underlying assumptions, ideas, or values arrive at insight/deeper understanding through thoughtful consideration A clear focus on the specific issue in the prompt is maintained. Sustain ideas (Focus) Nothing New The organization of the essay is clear: the organization may be somewhat predictable or it may grow from the writer's purpose. Ideas are logically sequenced. Most transitions reflect the writer's logic and are usually integrated into the essay. The introduction and conclusion are effective, clear, and well developed. Organize ideas (Organization) Sequence narrative elements effectively The essay shows a good command of language. Sentences are varied and word choice is varied and precise. There are few, if any, errors to distract the reader. Communicate Ideas (Language Use) Use appropriate voice and tone Use narrative techniques Use descriptive vocabulary Why Are There 3 Columns of Criteria? The old ACT was entirely focused, in its instructions and scoring, on the Persuasive/Argumentative mode of writing. You were supposed to analyze the topic thoughtfully, which is part of the Analytical Expository mode, and you were encouraged to use examples, which requires the Reflective Narrative mode. But only the goals of the Persuasive/Argumentative mode were meant to count toward your score. Like many recent education changes, redesigned ACT Writing scoring is purposely in line with the Common Core state standards, which are meant to improve the U.S.'s competency in relation to the education systems of other countries, and to make sure all students graduate college-ready. These standards are considered more difficult than previous public school standards, and the changes are somewhat controversial in some circles. In any case, the ACT is now including this more complex (and accurate) view of writing competency in their new essay format. Let's get more in depth with these two new modes of writing. Analytical Expository Mode You've probably written plenty of expository papers for high school, but the redesigned ACT Writingis focusing more on the Analytical part of the description. While the old ACT essay (and the SAT essay) scored only the persuasive elements of the essay- whether your arguments logically supported your point- the new scoring system is meant to reward INSIGHT. This is actually a huge revelation for standardized testing, and is not something that can be scored by a computer. Reflective Narrative Mode Really, this could just be called Storytelling. It's supposed to cover any specific examples or personal stories you choose to use to support your thesis. It's the least important of the three modes, both in the ACT essay and in academic writing. We don't need to worry much about these criteria- just give your examples clearly, and try to include all the relevant details. In scoring essays at PrepScholar, we don't find that this is a common problem for students. Which ACT Writing Test Should I Take? Most people will probably tell you that the old ACT Writing test was easier than the Enhanced ACT Writing test, and that you should definitely choose it over the new test if you have a choice. But it's a bit more complicated than that: it may be more accurate to say that the old test is more formulaic, scoring only for logical structure rather than actual insight or ability to analyze multiple viewpoints. If you're the kind of student who writes great essays for English class, or who loves writing well, the redesigned ACT Writing test may be for you. It will take into account analytical skills that aren't part of the old essay, so if you write a really insightful essay for the old test, you won't be rewarded for it. On the redesigned ACT Writing test, you will. Personally, I've always been the kind of person who hates writing to a formula and who wants all my writing to be interesting and insightful. For that reason, I'd choose the new test. How Can I Study for the New ACT Writing Test? Well, since we only have a few prompts, we don't know yet what specific topics you should read up on. But we do know you'll be asked to write about multiple perspectives on common cultural debates, such as nuclear power or government-subsidized health insurance. So you can google "debate topics," choose a few that are appropriate for high schoolers, and prepare your own prompts: just find three different perspectives on the issue, and then use them to perform the Essay Task above. The ACT may be releasing more information before the redesigned Writing test is administered, so stay tuned to the PrepScholar blog to keep yourself in the know! What's Next? If you're researching this topic, you're probably looking to score a pretty high score. Read our guide to how to get a perfect ACT score, written by our 36 ACT scorer. Also, read our guide on how to get a perfect 12 on the ACT Writing section. What's a good ACT score for you? Find out how to get your ACT target score, step by step. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Effective Cooperative Learning Strategies

Effective Cooperative Learning Strategies Cooperative learning is an effective way for students to learn and process information quickly with the help of others. The goal of using this strategy is for students to work together to achieve a common goal. It is essential that each student understands their cooperative learning group role. Here we will take a brief look at a few specific roles, expected behavior within that role, as well as how to the monitor groups. Assign Individual Roles to Help Students Stay on Task Assign each student a specific role within their group, this will help each student stay on task and help the overall group work more cohesively. Here are a few suggested roles: Task Master/Team LeaderThis role entails the student to make sure his/her group stays on task. Sample statements: Have we read the paragraph on George Washington yet? We need to move on, we only have ten minutes left.CheckerThe checkers role is to make sure that everyone agrees with an answer. A Sample statement may be, Does everyone agree with Jens answer on the year Washington was born?RecorderThe role of the recorder is to write down everyone in the groups responses once they have all agreed to them.EditorThe editor is responsible for correcting all of the grammatical errors and to check for neatness.GatekeeperThe role of this person can be described as the peacemaker. He/she must make sure that everyone is participating and getting along. Sample statement: Lets here from Brady now.PraiserThis role entails a student to encourage other students to share their ideas and to work hard. A sample statement may be, Great idea Reesa, but lets keep trying, we can do this. Responsibilities and Expected Behaviors in Groups An essential element of cooperative learning is for students to use their interpersonal skills in a group setting. In order for students to accomplish their task, each individual must communicate and work collectively (use the  talking chips strategy to control noise).  Here are a few of the expected behaviors and duties each student is responsible for: Expected behaviors within the group: Everyone must contribute to the taskEveryone must listen to others within the groupEveryone must encourage group members to participatePraise good ideasAsk for help when neededCheck for understandingStay on task Responsibilities for each individual: To tryTo askTo helpTo be politeTo praiseTo listenTo be present 4 Things to Do When Monitoring Groups In order to ensure that groups are working effectively and together to complete the task, the teachers role is to observe and monitor each group. Here are four specific things that you can do while circulating around the classroom. Give Feedback:  If the group is unsure on a specific task and needs help, give your immediate feedback and examples that will help reinforce their learning.Encourage and Praise:  When circulating the room, take the time to encourage and praise groups for their group skills.Reteach Skills:  If you notice that any group does not understand a particular concept, use this as an opportunity to reteach that skill.Learn About the Students:  Use this time to learn about your students. You may find that one role works for one student and not another. Record this information for future group work.

Individual Critique Literature review Example | Topics and Well Written Essays - 1000 words

Individual Critique - Literature review Example 2.0- SYNOPSIS FROM THE ARTCILE The article pointed to the importance of following factors behind the economies resisting growth: The recovery from recession receive great impact from the social factors Exports of a country has a great role to play in the recovery specifically in the net exports Role of debts and foreign direct investment is also critical. Impact of united currency in the overall recovery of countries (Walker, 2013). 3.0- ACADEMIC ALLIGMENT The article asserting the agreed upon definition of recession that paved way for the economy resisting to recovery. Among large number of factors with economic and financial strategies that play role in the economic recovery, the article highlights the dominant impact of social factor. The importance of the social factor is insisted with fact that despite the high public debt levels of Germany beyond the agreed 3% of GDP (BBC, 2012); the market considers Germany as safe heaven for investment while considering Spain and Italy in tro uble. Exploration of working conditions behind provided evidence that Spain, Italy and France had heightened the private debt (as shown in figure below) during economic growth boom to increase investments and resultantly raised the wages. (BBC, 2012) In the similar duration Germany has maintained the wages level and has developed greater export base. Hence, despite being hit by recession Germany has a positive outlook while consumers in mentioned countries are concerned with paying up debts and increased competitive wage rate has low spending sentiment thereby resisting recovery with social factors (Economou at el., 2012). Moreover, the increased resistance of French economy to recover can also be traced to have a greater contribution from similar factors as given below: (BBC, 2012) Hence unlike the dominant economic notion of high negative impact, public debt only on economic recovery is contrasted with current situation. Moreover, the increased pressure of controlling the public d ebt is also countered with continuing positive outlook of German economy. Strategy of German economy is to increase export with control wage rate developed trade surplus and hence the economy is in better position to attract foreign direct investment while the economies in trouble, in contrast, are facing trouble of huge trade deficit with piled up imports as referred below: (BBC, 2012) The current conditions of France to revisit its growth estimates along with relaxing labor laws also assert the realization of over burdened economy. While deteriorating condition points to the piling up of all factors of trade deficit, extensive government borrowing along with private borrowing as well as the labor law problems. Hence, assessment highlights reasons for controlling the debt in all in a broader context of all mentioned factors; unlike traditional theories that posed all pressure on public spending only. However, this does not refer any relaxation for public debt going beyond the set l imits and due importance of controlled public debt still retains the elementary position in economic betterment. The other highlighted factor that is making exports expensive and costing the economic recovery of countries in trouble is the increased attention to strengthen the united currency. In contrary to foundation stones for Euro that promised growth in jobs and exports, the strengthening Euro has started