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meritocracy essay The Official Journal. The North Carolina. Sociological Association: A. Volume 2, Number 1. The Meritocracy Myth. Stephen J. Fate Fools Removed! McNamee.
University of North Carolina at Wilmington. According to the ideology of the American Dream, America is the land of limitless opportunity in which individuals can go as far as their own merit takes them. According to this ideology, you get out of the clara barton system what you put into it. Getting ahead is ostensibly based on individual merit, which is generally viewed as a combination of factors including innate abilities, working hard, having the right attitude, and having high moral character and integrity. Americans not only fate of all tend to think that is how the system should work, but most Americans also think that is how the system does work (Huber and Form 1973, Kluegel and Smith 1986, Ladd 1994). In our book The Meritocracy Myth (Rowman Littlefield, 2004), http://www.rowmanlittlefield.com/isbn/0742510565, we challenge the validity of these commonly held assertions, by what metropolitan area, arguing that there is a gap between how people think the system works and how the system actually does work.
We refer to this gap as “the meritocracy myth,” or the myth that the system distributes resources—especially wealth and income—according to the merit of individuals. We challenge this assertion in two ways. First, we suggest that while merit does indeed affect who ends up with what, the impact of merit on economic outcomes is vastly overestimated by the ideology of the American Dream. Second, we identify a variety of nonmerit factors that suppress, neutralize, or even negate the effects of merit and create barriers to individual mobility. We summarize these arguments below.
First, however, we take a brief look at what is at stake. That is, what is up for grabs in the race to get ahead? There are a variety of ways to fate fools removed, depict America’s unequal distributions of income and wealth. Income refers to what metropolitan area, how much one earns and wealth refers to how much one owns. Although Americans tend to think of income as coming from wages and salaries, there are actually two sources of income. In addition to of all fools removed, income from wages and salaries, income also includes sources of revenue that are unrelated to jobs, such as income from area network capital gains, dividends, interest payments, and some forms of government aid (“welfare” including food stamps and the like). In some cases, these sources of income are related to prior but not current employment (e.g. social security payments, pensions). Wealth does not refer to a revenue stream, but to assets that one owns such as houses, cars, personal belongings, businesses, nonresidential real estate, stocks and bonds, trusts, and other financial assets. These assets can further be distinguished between those that tend to depreciate in value (e.g. Of All Fools Removed! cars and most personal belongings) and those whose value tends to appreciate (e.g. Raymond Carver! business, real estate, stocks, etc.).
In general, the more wealth one has, the more likely that wealth derives from sources of ownership that tend to appreciate in value. Net worth refers to the difference between assets (what one owns) and fate, liabilities (what one owes). Net worth is an raymond quotes, accurate measure of what one is really “worth.” Table 1 depicts the distributions of income and Table 2 depicts distributions of net worth. Table 1. Share of Total Available Household Income, Table 2: Share of Total Available Household Net Worth, These tables show that the distributions of income and especially wealth are highly skewed. The top 20 percent of American households, for instance, receive a large portion of the total amount of available income (49.7%) while the fate fools lowest 20 percent of American households receive a much smaller portion of available income (3.5%). The top 5% percent of households alone receive 21.7 percent of all available income. The distribution of wealth measured by net worth is even more highly skewed.
The richest 1% of households (99th-100th percentile) account for nearly a third of clara siblings, all available net worth while the bottom half of households (0-50th percentile) account for fate of all fools removed only 2.8% of lethal justice, all available net worth. In other words, the American distributions of income and wealth are “top heavy” (Wolff 2002) and represent a level of economic inequality that is the highest among industrial countries of the world. These distributions are relevant to the myth of of all removed, meritocracy in several ways. First, despite the widely held perception that America is a “middle class” society, most of the money is highly concentrated at the top of the quotes system. Second, many of the arguments suggesting that “merit” is behind the distribution of income and wealth also make the case that merit is distributed “normally” in the population. That is, that the of all fools removed shape of the distribution of merit resembles a “bell curve” with small numbers of incompetent people at the lower end, most people of average abilities in the middle and small numbers of talented people at the upper end.
The highly skewed distribution of economic outcomes, however, appears quite in excess of any reasonable distribution of area, merit. Something that is of all fools distributed “normally” cannot be the direct and proportional cause of raymond quotes, something with such skewed distributions. There has to be more to the story than that. On Being Made of the Right Stuff. When factors associated with individual “merit” are related to removed, income and wealth, it turns out what is a area that these factors are often not as uniquely individual or as influential as many presume. Most experts point out, for of all fools removed instance, that “intelligence,” as measured by clara, IQ tests, is partially a reflection of inherent intellectual capacity and partially a reflection of environmental influences. It is the combination of capacity and experience that determines “intelligence.” Even allowing for this “environmental” caveat, IQ scores only account for about 10% of the variance in income differences among individuals (Fisher et al.
1996). Since wealth is less tied to achievement than income, the amount of influence of intelligence on wealth is of all much less. Other purportedly innate “talents” cannot be separated from experience, since any “talent” must be displayed to lethal justice, be recognized and labeled as such (Chambliss 1989). There is no way to determine for certain, for instance, how many potential world-class violinists there are in fate of all fools the general population but who have never once picked up a violin. Such “talents” do not spontaneously erupt but must be identified and cultivated. Applying talents is also necessary. Working hard is often seen in this context as part of the merit formula. Heads nod in acknowledgment whenever hard work is mentioned in conjunction with economic success.
Rarely is this assumption questioned. But what exactly do we mean by hard work? Does it mean the number of hours expended in the effort to achieve a goal? Does it mean the amount of energy or sheer physical exertion expended in the completion of tasks? Neither of these measures of “hard” work is directly associated with economic success. In fact, those who work the lethal justice most hours and expend the most effort (at least physically) are often the most poorly paid in society. By contrast, the really big money in America comes not from working at all but from owning, which requires no expenditure of effort, either physical or mental. In short, working hard is not in and of itself directly related to the amount of income and wealth that individuals have. What about attitudes? Again, the story here is mixed. First, it is not clear which particular mix of attitudes, outlooks, or frames of mind are associated with economic success.
The kind of mental outlook that would be an advantage in one field of endeavor, may be a disadvantage in another field of endeavor. Fate Of All Removed! A different set of “proper attitudes,” for instance, may be associated with being a successful artist than being a successful accountant. Second, the direction of influence is not always clear. That is, are certain attitudes a “cause” of lethal justice, success or are certain attitudes the “effect” of success? An example of the difficulty in fools removed discerning the impact and direction of these influences is what is a area reflected in the “culture of poverty” debate. According to the culture of poverty argument, people are poor because of deviant or pathological values that are then passed on from one generation to the next, creating a “vicious cycle of poverty.” According to this perspective, poor people are viewed as anti-work, anti-family, anti-school, and anti-success. Recent evidence reported in this journal (Wynn, 2003) and elsewhere (Barnes, Gould ;1999, Wilson, 1996), however, indicates that poor people appear to value work, family, school, and fate, achievement as much as other Americans.
Instead of having “deviant” or “pathological” values, the evidence suggests that poor people adjust their ambitions and outlooks according to realistic assessments of their more limited life chances. An example of such an raymond carver, adjustment is the supposed “present-orientation” of the poor. According to the culture of poverty theory, poor people are “present-oriented” and of all, are unable to “defer gratification.” Present orientation may encourage young adults to drop out of school to take low wage jobs instead staying in school to increase future earning potential. However, the present orientation of the poor can be an “effect” of poverty rather than a “cause.” That is, if you are desperately poor, you may be forced to be present oriented. If you do not know where your next meal is coming from, you essentially have no choice but to be focused on immediate needs first and foremost. By contrast, the barton siblings rich and middle class can “afford” to be more future oriented since their immediate needs are secure. Similarly, the poor may report more modest ambitions than the affluent, not because they are unmotivated, but because of a realistic assessment of limited life chances.
In this sense, observed differences in outlooks between the poor and the more affluent are more likely a reflection of fundamentally different life circumstances than fundamentally different attitudes or values. Finally, we challenge the idea that moral character and integrity are important contributors to economic success. Although “honesty may be the best policy” in terms of how one should conduct oneself in relations with others, there is little evidence that the economically successful are more honest than the less successful. The recent spate of alleged corporate ethics scandals at such corporations as Enron, WorldCom, Arthur Andersen, Adelphia, Bristol-Myers Squibb, Duke Energy, Global Crossing, Xerox as well as recent allegations of misconduct in the vast mutual funds industry reveal how corporate executives often enrich themselves through less than honest means. White-collar crime in the form of insider trading, embezzlement, tax fraud, insurance fraud and the like is fate of all hardly evidence of honesty and virtue in practice.
And neither is the extensive and sometimes highly lucrative so-called “irregular” or “under the The Kabuki table” economy—much of it related to vice in the form of drug trafficking, gambling, pornography, loan sharking, or smuggling. Clearly, wealth alone is not a reflection of moral superiority. To get ahead in America, it no doubt helps to be bright, shrewd, to work hard, and to have the right combination of attitudes that maximize success within given fields of endeavor. Playing by the rules, however, probably works to suppress prospects for fate of all fools removed economic success since those who play by the rules are more restricted in their opportunities to attain wealth and raymond carver, income than those who choose to ignore the rules. Nonmerit Barriers to Mobility. There are a variety of social forces that tend to suppress, neutralize, or even negate the effects of merit in the race to get ahead. We might collectively refer to these forces as “social gravity.” These forces tend to keep people in of all the places they already occupy, regardless of the extent of their individual merit. First and foremost among these nonmerit factors is the effect of inheritance, broadly defined as the effects of initial class placement at lethal justice, birth on future life chances.
Inheritance is not just bulk estates that are transferred upon the death of parents. Inheritance refers more broadly to unequal starting points in fools the race to get ahead. The race to get ahead is like a relay race in which we inherit an initial starting point from parents. For a while, we run alongside our parents as the baton is passed, and then we take off on our own. Lethal Justice! In this relay race, those born into great wealth start far ahead of those born to poor parents, who have a huge deficit to fate of all removed, overcome if they are to catch up. Indeed, of Discount Coupons Essay, all the factors that we might consider, where we start out in life has the greatest effect on where we end up. In the race to get ahead, the effects of inheritance come first and merit second, not the other way around.
Inheritance provides numerous cumulative nonmerit advantages that are available in varying degrees to all those born into at least some relative advantage, excluding only those at the very bottom of the system. Included among these nonmerit advantages are high standards of living from birth, inter vivos gifts (gifts between the fate of all removed living) such as infusions of Uncommon, cash and of all removed, property bestowed by parents on lethal justice, their children at critical junctures in the life course (going to college, getting married, buying a home, having children, starting a business, etc.), insulation from downward mobility (family safety nets which prevent children from of all removed skidding in times of personal crises, setbacks, or as the result of personal failures), access to educational opportunities as well as other opportunities to acquire personal merit or to have merit identified and cultivated, better health care and consequently longer and healthier lives (which increases earning power and raymond carver quotes, the ability to accumulate assets during the life course). Another advantage of inheritance is fools removed access to high-powered forms of social and The Kabuki and Prostitution Essay, cultural capital. Social capital is one’s “social resources” and fools, refers to Essay Uncommon Individuals, essentially to the value of whom you know. Fate Of All Removed! Cultural capital is one’s cultural resources and refers essentially to the social value of what you know. Everyone has friends, but those born into privilege have friends in high places with resources and power. Everyone possesses culture—bodies of knowledge and information needed to navigate through social space.
Full acceptance into the highest social circles, however, requires knowledge of the ways of life of a particular group a kind of “savoir faire” that includes expected demeanor, manners, and comportment associated with the upper class. Lethal Justice! Those born into these high powered circles are trained from an early age in fate of all the cultural ways of the group, which allows them to travel comfortably in these circles and to “fit in.” Outsiders who aspire to become part of these high-powered circles must learn these cultural ways of life from the Theatre and Prostitution outside in fate fools a more difficult and daunting task that continually carries the risk of what is a area, being exposed as an imposter or pretender. Besides the nonmerit effects of inheritance, just plain bad luck can suppress the effects of merit. Bad luck can take many forms but two very common forms of bad luck are to of all removed, be laid off from a job that you are good at or to spend many years preparing for a job for which demand either never materializes or declines. In looking at jobs and job opportunities, Americans tend to focus on the “supply” side of markets for labor; that is, the pool of available people in the labor force. Lethal Justice! Much less attention is paid to the “demand” side, or the fate of all fools removed number and Essay about Uncommon Individuals, types of jobs available. In the race to get ahead, it is possible and all too common for fate removed meritorious individuals to be “all dressed up with no place to go.” For the barton past twenty years, the “growth” jobs in America have disproportionately been in the low wage service sector of the economy. At the same time, more Americans are getting more education, especially higher education. Simply put, these trends are running in opposite directions: the economy is not producing as many high-powered jobs as the society is producing highly qualified people to fill them (Collins 1979, Livingstone 1998). In addition to the number and of all fools removed, types of jobs available, the locations of jobs both geographically and within different sectors of the economy also represent non-merit factors in what metropolitan network the prospects for employment.
For instance, a janitor who works for a large corporation New York City may get paid much more for doing essentially the same job as a janitor who works for a small family business in fate a small town in Mississippi. These effects are independent of the demands of the jobs or the qualifications or merit of the about Individuals individuals holding them. Differences in of all fools removed benefits and wages between such jobs are often substantial and may mean the lethal justice difference between a secure existence and poverty. If poverty were exclusively due to individual differences, we would expect rates of poverty to be randomly distributed throughout the fate of all removed county. The Kabuki Theatre And Prostitution Essay! Historically, however, rates of poverty have varied by region with the fate fools rural South having particularly high rates. These differences have been reduced in recent decades as Northern and clara barton siblings, Midwest states in the so-called “rust belt” have experienced plant closings and “deindustrialization” while Southern and of all removed, Southwest states in the so-called “sun belt” have experienced greater economic diversity and development. Despite these trends, research recently reported in this journal (Wimberley and Theatre and Prostitution, Morris, 2003) shows that rates of poverty in the United States continue to vary by region and locations within regions suggesting that geography is of all fools removed still a major factor in the distribution of economic opportunity.
Education is another factor widely seen as responsible for where people end up in the system. Theatre Essay! The role of education in getting ahead in America, however, is not as simple as is fate often assumed. On the one hand, those with more education, on average, have higher income and wealth. Education is lethal justice thus often seen as the primary means of upward social mobility. In this context, education is widely perceived as a gatekeeper institution which sifts and sorts individuals according to individual merit. Grades, credits, diplomas, degrees, and certificates are clearly “earned,” not purchased or appropriated. Fate Removed! But, as much research has demonstrated, educational opportunity is carver quotes not equally distributed in the population (Bowles and Gintis 1976, 2002, Bourdieu and Passeron 1990, Aschaffenburg and Maas 1997, Kozol, 1991, Sacks, 2003, Ballantine 2001). Upper class children tend to get upper class educations (e.g. at elite private prep schools and ivy league colleges), middle class children tend to get middle class educations (e.g. at of all fools, public schools and public universities), and working class people tend to get working class educations (e.g. public schools and technical or community colleges), and poor people tend to get poor educations (e.g. inner city schools that have high drop out rates and usually no higher education). Educational attainment clearly depends on family economic standing and is not simply a major independent cause of it.
The quality of Exploring, schools and the quality of educational opportunity vary according to fools removed, where one lives, and where one lives depend on familial economic resources and race. Most public schools, for instance, are supported by lethal justice, local property taxes. The tax base is higher in wealthy communities and proportionally lower in poorer areas. These discrepancies give rise to the perpetual parental scramble to locate in communities and neighborhoods that have reputations for fate fools removed “good schools,” since parents want to provide every possible advantage to their children that they can afford. To the barton siblings extent that parents are actually successful in fate of all fools passing on such advantages, educational attainment is primarily a reflection of family income. In sum, it is important to recognize that individual achievement occurs within a context of unequal educational opportunity.
Besides education, self-employment is is a metropolitan network popularly perceived as a major route to upward mobility. Opportunities to get ahead on the basis of being self-employed or striking out on one’s own to start a new business, however, have sharply declined. In colonial times, about three fourths of the non-slave American population was self- employed most as small family farmers. Today, only seven percent of the labor force is self employed (U.S. Census Bureau 2002). The “family farm,” in particular, is on the brink of statistical extinction. As self-employment has declined, the size and dominance of corporations has increased.
This leaves many fewer opportunities for “self-made” individuals to enter existing markets or to establish new ones. Of All! America has witnessed the sharp decline of “mom and pop” stores, restaurants, and retail shops and the concomitant rise of Essay about Individuals, Wal-Marts, Holiday Inns, and McDonalds. As more Americans work for someone else in increasingly bureaucratized settings, the of all prospects of rapid “rags to riches” mobility decline. In addition to the decline of self-employment, manufacturing has also experienced drastic workforce reduction as production facilities have increasingly moved to clara, foreign countries in efforts to reduce costs of production. This is fate of all removed a significant trend since the United States became a world power based on its industrial strength, which supported a large and area, relatively prosperous working and fate removed, middle class. Some service jobs, such as customer service and computer programming, are also being moved to foreign countries in increasing numbers. All of Essay Uncommon, these trends are occurring quite independent of the merit of individuals but nevertheless profoundly impact the opportunities of individuals to get ahead. The most obvious and widely recognized nonmerit barrier to achievement is discrimination. Of All Fools Removed! Discrimination not only suppresses merit; it is the antithesis of merit.
Race and sex discrimination have been the most pervasive forms of discrimination in America. The good news is that such discrimination is declining. The bad news is area network that these forms of discrimination are down but not out. Fate Of All! Besides ongoing discrimination, there are still inertial effects of past discrimination that create disadvantage in the present. The divisive debate over affirmative action in America highlights the quotes continuing disagreements about the size and importance of these residual effects and how to best to address them. Most Americans agree that race and sex discrimination are wrong and that a “level playing field” should be established. Indeed, it is often assumed that we would have true equality of fate of all, opportunity in American if only these forms of discrimination were eliminated. This position is carver naïve, however, because it overlooks the effects of of all, other nonmerit factors identified here (especially inheritance). Even if race and sex discrimination were eliminated, we would still not have a level playing field. This position also overlooks other forms of discrimination that, while less pervasive in America, nevertheless suppress or neutralize the effects of merit: discrimination on the basis of sexual orientation, religion, age, physical disability (unrelated to Theatre and Prostitution, job performance), physical appearance, and of all fools removed, region (discrimination against Southerners and preference for Yankees).
That these forms of what is a network, discrimination effect fewer people than sex and race discrimination is fools removed little comfort to those who are victimized by it. For them, the effective rate of discrimination is 100 percent. Some of these forms of discrimination are not well-recognized or generally acknowledged. “Lookism,” for quotes instance, is a subtle form of discrimination in which attractive people get numerous nonmerit advantages over less attractive people (e.g., more attention, more help, more recognition and removed, credit for accomplishments, more positive evaluation of what is a area, performance and the like) (Etcoff 1999). These nonmerit advantages have profound and independent effects life chances and individual merit. In The Meritocracy Myth , we do not suggest that “merit” is a myth. Rather, we argue that meritocracy the idea that societal resources are distributed exclusively or primarily on the basis of individual merit is fools a myth. Essay About Uncommon! It is fate a myth because of the combined effects of non-merit factors such as inheritance, social and cultural advantages, unequal educational opportunity, luck and the changing structure of job opportunities, the decline of self-employment, and discrimination in all of its forms. If meritocracy is a myth, how can the system be made to Essay about Uncommon, operate more closely according to meritocratic principles that Americans so uniformly endorse? We suggest four ways in which American society could be made more genuinely meritocratic.
First, current forms of discrimination could be reduced or eliminated. Second, the wealthy could be encouraged to redistribute greater amounts of their accumulated wealth through philanthropy in ways that would provide greater opportunity for the less privileged. Fate Removed! Third, the tax system could be redesigned to barton, be genuinely progressive in ways that would close the distance between those at the top and the bottom of the system. Fate Of All Fools! Fourth, more government resources could be allocated to provide more equal access to critical services such as education and health care. All of these measures would reduce the overall extent of inequality in society and at the same time allow individual merit to have a greater effect on economic outcomes. Such fundamental change in the distribution of societal resources and opportunity, however, are predicated on the assumption that these goals would be widely seen as both desirable and Essay, politically feasible. It is fate of all fools removed generally acknowledged that a pure meritocracy is probably impossible to achieve. Exploring Essay! What is less generally acknowledged is that such a system may not be entirely desirable.
The limits and dangers of a system operating purely on fate fools removed, the basis of merit were dramatically portrayed in The Rise of the Meritocracy (1961), a novel by British sociologist Michael Young. Young envisioned a society in siblings which those at of all fools removed, the top of the Exploring Discount Coupons in India Essay system ruled autocratically with a sense of righteous entitlement while those at the bottom of the system were incapable of protecting themselves against fate of all removed, the abuses leveled against them from the merit elite above. Instead of a fair and enlightened society, the meritocracy became cruel and ruthless. One possible advantage of a nonmeritocratic society is that at any point in time there are, for whatever combination of reasons, at least some of those at the top of the system who are less capable and competent than at least some of those at the bottom. Such discrepancies should render humility for those at the top and hope and dignity for those at the bottom. But this can only clara barton siblings happen if it is widely acknowledged that inheritance, luck, and a variety of other circumstances beyond the control of individuals are important in affecting where one ends up in of all fools removed the system. While meritocracy may be neither possible nor even desirable, we argue that the lethal justice myth of fate of all, meritocracy is itself harmful because by discounting the The Kabuki Theatre and Prostitution most important causes of inequality, it leads to unwarranted exaltation of the rich and unwarranted condemnation of the poor. We may always have the of all removed rich and poor among us, but we need neither exalt the former nor condemn the raymond carver latter. Aschaffenburg, Karen, and Ineke Maas. Fate Of All! 1997. “Cultural and Educational Careers: The Dynamics of Social Reproduction.” American Sociological Review 62: 573–87. Ballantine, Jeanne H. 2001.
The Sociology of Education . Upper Saddle River, NJ: Prentice Hall. Barnes, Sandra L. 2002. Uncommon! “Achievement or Ascription Ideology? An Analysis of Attitudes about Future Success for fate Residents in Poor Urban Neighborhoods.” Sociological Focus . 35:207-25. Bourdieu, Pierre, and Exploring Discount Essay, Jean-Claude Passeron. Fate Fools! 1990. Barton! Reproduction in Education, Society, and Culture . Of All Removed! London: Sage. Bowles, Samuel, and Herbert Gintis. 1976. Schooling in Capitalist America . NY: Basic Books.
———. 2002. Clara Barton! “Schooling in Capitalist America Revisited.” Sociology of Education 75: 1–18. Chambliss, William. 1989. “The Mundanity of Excellence.” Sociological Theory 7: 70 -86. Collins, Randall. 1979. The Credential Society . NY: Academic Press.
DeNavas-Walt, Carmen, Robert Cleveland, and Bruce H. Fate Of All Fools Removed! Webster, Jr. 2003. “Income I the United States, 2002” in raymond Current Population Report s, U.S. Census Bureau, P60-221. Washington, D.C.: U.S. Government Printing Office. Etcoff, Nancy. 1999. Survival of the Prettiest: The Science of Beauty . NY: Doubleday.
Fischer, Claude S., Micahael Hout, Martin Sanchez Jaankowski, Samuel R. Lucas, Ann Swidler, and Kim Voss. 1996. Inequality by Design: Cracking the Bell Curve Myth . Princeton, NJ: Princeton University Press. Gould, Mark, 1999. “Race and Theory: Adaptation to Discrimination” In Sociological Theory . Wilson and Ogbu, eds. 17:171-20. Huber, Joan, and fate of all fools removed, William Form. 1973. Income and Ideology: An Analysis of the Essay American Political Formula . Fate Of All Fools Removed! NY: Free Press. Kennickell, Arthur B. 2003. A Rolling Tide: Changes in the Distribution of Wealth in the U.S. 1989-2001 . Washington, D.C.: Federal Reserve Board.
Kluegel, James R., and Eliot R. Smith. 1986. Beliefs about Inequality: American’s Views of What Is and What Ought to in India, Be . Fools! NY: de Gruyter. Kozol, Jonathan. 1991. Savage Inequalities: Children in America’s Schools. NY: HarperPerennial. Ladd, Everett Carll. 1994. The American Ideolog y. Storrs, CT: The Roper Center for Public Opinion Research.
Livingstone, D. W. 1998. The Education-Jobs Gap: Underemployment or Economic Democracy. Boulder, CO: Westview. McNamee, Stephen J. and Robert K. Miller, Jr. Exploring In India! 2004. The Meritocracy Myth. Lanham, MD: Rowman Littlefield. Sacks, Peter.
2003. “Class Rules: The Fiction of Egalitarian Higher Education.” The Chronicle of Higher Education 49 (July 25): B7–10. U.S. Fate! Department of Labor. 2002. “Self Employed in 2000.” Monthly Labor Review . January 28, 2002. Wilson, William Julius. 1996. When Work Disappears: The World of the New Urban Poor. New York: Knopf.
Wynn, Lyndelia Burch. Essay About Uncommon Individuals! 2003. The Attitude of AFDC Recipients Towards Work.” Sociation Today . Volume 1, Number 2, Fall 2003. Wolff, Edward N. 2002. Top Heavy: The Increasing Inequality of Wealth in America and What Can Be Done About It . NY: The New Press. Young, Michael.
1961. The Rise of the Meritocracy, 1870–2033: An Essay on Education and fate of all removed, Equality . Baltimore, MD: Penguin Books. 2004 North Carolina Sociological Association.
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SAT / ACT Prep Online Guides and Tips. There's a persistent myth about the SAT Essay: the idea that you can't prepare content because you don't see the prompt until the fate of all fools removed, day of the test. This is a myth because, in order to be standardized, the test has to require the same complexity of argument in every SAT essay question: yes or no, this or that, what causes what. And since all these arguments are very simple, almost every SAT essay argument can be boiled down to one of the 6 we list here . In addition to that, though, we also explain how to argue each one, and give you sample support for both sides of every argument. Theatre Essay! Read on of all removed, for the lethal justice, inside scoop on this important aspect of the SAT. SAT Essay prompts are unlike any other writing assignment. Of All Fools Removed! The questions are extremely general, asking things like is the world changing for the better, but they only Theatre, ever require a very simplistic thesis statement about a complex idea. There are, for example, many ways in of all removed which the clara barton, world is and is not changing for the better. The most accurate answer would have to be yes AND no, but that's the opposite of all removed, of what you should say on the SAT.
Because on the SAT Essay, simplicity and clarity is the name of the game . Essay About Uncommon! You are expected to make a broad, definitive statement about of all fools removed what people 'should' do or whether something is possible. Lethal Justice! You don't have to believe it, you just have to present a few examples (between one and three) that can show why your statement is correct. In this way, the fate of all fools removed, SAT Essay is lethal justice, easier than most students think. Of All! All of the Essay about Individuals, essay questions in this article are taken from real SATs or College Board prep materials. Fate Of All Fools Removed! We've categorized them not by their content--for example, success or personality--but rather by their reasoning . This is metropolitan area network, because the logic of the fate removed, question, not its content, is what determines the best argument on which to build your essay. For each type of SAT essay question below, we give you 3 sample prompts similar to metropolitan area what you'll run into, and a breakdown of how to argue either side of any SAT essay question of that type. Fate Of All Removed! You'll get detailed SAT essay examples that guide you through how to construct an argument.
SAT Essay Prompt Type 1: Discuss what people should do. This type of SAT essay question lends itself to many different kinds of is a area network examples. Fate Fools! Anything that involves people and in India Essay, their choices is fair game. See the diagram below for more information on how this works. be valued according to of all their capabilities rather than their achievements? weight all opinions equally, or place more weight on informed opinions? always value new things, ideas, or values over older ones? Step 1 : Pick a side. Lethal Justice! Yes, people should always value new things, ideas, or values over older ones, or no, people should not always value new things, ideas, or values over older ones. Fate Removed! Step 2 : Consider what would logically support your statement (see green boxes for a breakdown of the types of support you should use). For example, if you argue Yes, people should value new things as your thesis, you can give evidence of clara siblings a time when people valued new things and it turned out well, or of a time when people didn't value innovation and fate of all fools, it turned out poorly.
Step 3 : Quickly think of 1-3 real-world or literary examples that fit the criteria in Step 2 (see blue boxes for ideas). To support the Yes thesis with evidence of clara barton siblings when people valued new things with success, we could talk about Civil Rights in the United States, the Industrial Revolution, FDR's new deal, or any other example dealign with positive innovation. We could also discuss evidence where refusal to accept new things turned out poorly, like fear of vaccinations and Galileo being excommunicated for of all, his (true) scientific beliefs. SAT Essay Prompt Type 2: Discuss which of two things is better. These questions can be fodder for 12-scoring essays because they can be answered so simply: this thing is better than that thing. Clara! Then you just have to think of 1-3 examples in which that thing worked and/or in which the other thing didn't work. Fools Removed! See the diagram below for more information on how this can be done. to The Kabuki Theatre and Prostitution take an idealistic approach or a practical approach? to do fulfilling or high-paying work? to use cooperation or competition to achieve success?
Step 1 : Pick a side. It is better to use cooperation to achieve success, or it is better to use competition to achieve success. Step 2 : Consider what would logically support your statement (see green boxes for fate, a breakdown of the types of support you should use). Theatre Essay! Similar to Prompt Type 1 above, in this case you can use evidence that supports your thesis, or argues against the opposite thesis. For example, if you write that Cooperation is better to achieve success, you can use evidence on a time when cooperation led to success, or when competition led to failure. Fate Fools Removed! Step 3 : Quickly think of 1-3 real-life or literary examples that fit the criteria in Step 2 (blue boxes). Following our cooperation is better thesis, we can talk about when people cooperated to what is a area network great success - like the Civil Rights movement, or Abraham Lincoln's cabinet during the Civil War.
We could also discuss how competition is inferior through examples like the subprime mortgage crisis of 2008, or the North Korea vs South Korea standoff. SAT Essay Prompt Type 3: Support or refute counterintuitive statements. These can be the toughest SAT essay prompts--if you don't know how to tackle them. The easiest way to really knock this essay type out of the fate of all fools, park is to say yes, it is possible, and and Prostitution, then think of an fools, example. Essay About Uncommon Individuals! The other side--no, it isn't possible--is harder to logically prove , but it can be done. See the diagram below for more information on how this works. Is it possible for…. deception to have good results? working to reach an objective to be valuable even if the objective is not reached? any obstacle to be turned into fate fools, something beneficial? Step 1 : Pick a side. Yes, it is possible for any obstacle to lethal justice be turned into something beneficial, or no, it is not possible for any obstacle to fate removed be turned into something beneficial. Step 2 : Consider what would logically support your statement (see green boxes for Essay about Individuals, a breakdown of the types of support you should use).
Unlike the fate fools, two prompt types above, this one is more simplistic - just find evidence that can support your thesis in a straightforward way. If you write No, it's not possible for any obstacle to be turned into something beneficial, you just need to find evidence for when obstacles exist but don't lead to anything helpful. Step 3 : Quickly think of 1-3 real-life or literary examples that fit the criteria in clara barton siblings Step 2 (see blue boxes). To support the No thesis, we could use the example of how gender discrimination against women and income inequality has caused far more harm than the good it has caused. SAT Essay Prompt Type 4: Cause and effect. These can be logically complicated, depending on which side you choose. If you say x is the result of y , then you just have to fate of all think of 1-3 examples that illustrate it.
If you choose the other side, though, then you have a harder logical task in front of you--your examples have to fit a much narrower definition to make sense. See the diagram below for more information on how this works. Raymond Quotes! Is __ the result of fate removed __? Is a successful community the carver quotes, result of individuals sacrificing their personal goals? Is accomplishment the result of freedom to do things one's own way? Is learning the fate fools, result of experiencing difficulties?
Step 1 : Pick a side. Yes, learning is the The Kabuki and Prostitution Essay, result of experiencing difficulties, or no, learning is not the result of experiencing difficulties. Fate Fools Removed! Step 2 : Consider what would logically support your statement (see green boxes for a breakdown of the types of support you should use). For example, if our thesis is Yes, learning is the result of experiencing difficulties, we can either argue with evidence of a time when learning IS the result of difficulty, or when a lack of difficulty led to an absence of learning. Both types of evidence support your thesis. Step 3 : Quickly think of 1-3 real-life or literary examples that fit the criteria in Step 2 (see blue boxes). For our Yes thesis, we could talk about how the difficulty of unmanageable healthcare costs in the USA led to learning and the Affordable Care Act. We could also use the other type of lethal justice evidence and of all fools removed, talk about how Jay Gatsby's lack of difficulty in having immense wealth led to poor learning about what really makes him happy. SAT Essay Prompt Type 5: Generalize about the state of the Theatre and Prostitution Essay, world.
These kinds of fools removed SAT essay prompts are so open-ended that they lend themselves to raymond carver all kinds of examples and fate, interpretations. But for this same reason, they can be overwhelming and confusing. See the diagram below for more information on how this works. What is the modern world like? Is the world more in need of The Kabuki Theatre and Prostitution creativity now more than ever? Is the of all fools, world actually harder to what area network understand due to fate fools the abundance of information now available? Is the world changing in metropolitan area network a positive way?
Step 1 : Pick a side. Yes, the world is changing in a positive way, or no, the world is not changing in a positive way. Step 2 : Consider what would logically support your statement (see green boxes for a breakdown of the fate of all, types of support you should use). Let's consider the Yes thesis. Metropolitan Area! We can use evidence that problems in the past that are being solved today, or innovations today that didn't previously exist. Step 3 : Quickly think of 1-3 real-life or literary examples that fit the criteria in Step 2 (see blue boxes). Fools Removed! To support our Yes thesis, we can find examples of problems that are better now - women's rights, slavery, and reduced violence. We can also discuss recent innovations that dramatically improve quality of life, like the Internet and widespread access to education. SAT Essay Prompt Type 6: Generalize about people. Much like the state of the world questions, these can be supported by almost anything, but can also get away from you if you're not careful.
See the diagram below for some ideas of Coupons how to manage these prompts. What are people like? Do people underestimate the value of community due to fate removed our culture of individualism? Are people defined by lethal justice their occupations? Do people learn from the past? Step 1 : Pick a side. Yes, people learn from the past, or no, people do not learn from the past.
Step 2 : Consider what would logically support your statement (see green boxes for a breakdown of the types of support you should use). Let's consider the No thesis that people don't learn from the past - we would have to find an example of of all fools when someone repeated a mistake that they could have avoided from history. Lethal Justice! Step 3 : Quickly think of of all fools removed 1-3 real-life or literary examples that fit the about, criteria in Step 2 (see blue boxes). A great example to fate of all use for our No thesis is comparing Hitler and Germany to Napoleon. In 1812, Napoleon fought a war on multiple fronts, fighting the Spanish army and the Russian Empire simultaneously. This led to a drastic dilution of focus and led to his defeat. Clara Barton! A century later in World War 2, Hitler fought on two fronts as well, facing the Allies in Europe and Russia at the same time. He too was defeated through this mistake. Now that you know the basic types of SAT essay prompts and the types of arguments they require, what can you do with this information? A few different things: one is to practice with these questions, thinking of one or two examples to support at least one answer to each question. We've written a guide to 6 SAT essay examples you can use to answer nearly every prompt.
Another is to take a look at fate fools removed our comprehensive SAT essay prompts article, which gives you lots more questions to think about answering and supporting with the arguments above. Finally, make sure you read our 15 SAT essay tips to know how to get an edge on the essay. Want to Essay Uncommon Individuals get serious about improving your SAT score? We have the leading online SAT prep program that will raise your score by 240+ points, guaranteed . Exclusive to our program, we have an expert SAT instructor grade each of your SAT essays and give you customized feedback on of all removed, how to improve your score. This can mean an instant jump of 80 points on lethal justice, the Writing section alone. Check out our 5-day free trial and sign up for free: Have friends who also need help with test prep? Share this article! Laura has over a decade of teaching experience at leading universities and scored a perfect score on the SAT. You should definitely follow us on social media.
You'll get updates on our latest articles right on your feed. Follow us on all 3 of our social networks: Have any questions about this article or other topics? Ask below and we'll reply! Series: How to Get 800 on Each SAT Section: Series: How to Get to 600 on Each SAT Section: Series: How to Get 36 on Each ACT Section: Our hand-selected experts help you in fate fools removed a variety of other topics! Looking for Graduate School Test Prep? Check out lethal justice, our top-rated graduate blogs here: Get the latest articles and test prep tips! © PrepScholar 2013-2017. All rights reserved.
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Nov 17, 2017 Fate of all fools removed,
essay the poet © 2017 Steve Campsall. improve your poetry grades! Download Free English biz Guides. If you find poetry difficult then you're not alone. For many people, it's the most difficult aspect of the English course. But. fear not as help and fools, a higher grade are within reach. Read on!
Find time to give the English biz guide to essay writing a look over as it's been written to work alongside this one - click here to in India read this later . If you need help with a specific poet or poem, click here or on a link below. If you're truly stuck you can also email the teacher at English biz - you'll find a link on the first page of the removed, site, here . What really must be covered in your coursework and exam answers? At the core of any and every answer or essay about poetry must be your own interpretation of the poem or poems you are writing about. It is this alone that attracts the The Kabuki Theatre Essay, majority of marks. In a nutshell, the more subtly you interpret a poem - and give support for your interpretation - the of all fools, higher your marks, and grade, will be. Poems are rarely to be taken at face value.
It is never the literal meanings that will gain you any marks - it is exposing and discussing the poem's 'deeper meanings' that bring in the marks every time. Essay Individuals. When you interpret a poem, you seek to explain what you believe these 'hidden meanings' are, show how they have been created and fate of all fools, discuss why this was done. Quotes. Remember: the meanings you seek exist 'between the lines'. It is the poet's use of fate of all fools removed literary language that creates these layers of barton siblings meaning . Poems, more than any other literary form, are dense with meanings created by this type of language. Of All. This is because poets have so little space in which to condense as much meaning as possible. This is what makes understanding a poem sometimes very difficult - and yet also, often, fascinating.
Let's get one thing clear: interpretation never deals in facts . An interpretation is always an opinion - an raymond carver insight into what the poem might mean. Fate Fools Removed. This is why examiners are never happy with students who do no more than trot out the barton, opinions of others, those of their teacher or what they've found in fate of all a study guide, for example (examiners do read study guides, btw!). Clara Barton Siblings. Examiners will always give the most marks to a student's original ideas - so long as they are valid and are supported by close and careful reference to fate of all the poem itself. Whilst it is your own ideas that are needed, it is invariably easier to uncover the layers of meaning in a poem by The Kabuki Theatre Essay, discussing it with others . Of All Removed. Somehow an interaction of minds brings about clearer meaning and a moment when the penny drops. Lethal Justice. This does not mean you should copy others' ideas but do use such a discussion to of all fools develop your own interpretations. You might be one of the many who feel discussing poetry is not cool. Well, keep in mind that it's your grades that are at stake . The exam is not a practice and you need to get the highest grade you can. So, what to do?
For once, ignore being 'uncool' and get boosting those exam grades. Many students lose marks by going off at carver a tangent and misreading their poem. Fate Removed. How can you avoid this and know that your interpretation is on the right lines? Here's a very worthwhile tip. How does all this work in practice? Below is an example to The Kabuki help show you.
It is based on a just a couple of lines from the opening of the poem 'Half Caste' by John Agard, a very witty poem that many of you will know. Don't be put off if you don't know it, you'll be able to of all apply exactly the same ideas to any poem you are studying. You will see from this just how much can be 'squeezed' from only two lines of a poem. This is a key thing for raymond quotes you to of all removed appreciate. 'Excuse me standing on one leg I’m half-caste.
Explain yuself wha yu mean when yu say half-caste. Clara Barton Siblings. ' Agard opens his poem by creating an fate of all removed obvious contrast between the standard English of the opening line of the poem and the Caribbean dialect of the second. This creates a clear contrast which works to alert the reader to the fact that while both kinds of English create perfectly obvious meaning, only one kind is considered to be prestigious and 'proper' within educated circles. Ironically, it is the about, dialect line that creates the more expressive meaning. In this way, Agard manages to open his poem and introduce a key theme. He wants the reader both to fate of all removed consider and what metropolitan, reflect upon what is thought of as acceptable and fate fools removed, what is looked down upon in British society. Carver Quotes. He shows us that 'half-caste' language is actually very good language and language that is capable of communicating its message well. Poetry has, as has been said above, been called the art of 'saying the unsayable'. Fate. Undoubtedly some poems can seem to Coupons create meanings and emotions that seem well beyond the words on the page. Language can be a very mysterious and wonderful thing! Hopefully, you will come to enjoy at least some of the fools removed, poems you study at school but, to be realistic, some poems will, initially at clara barton least, appear worryingly difficult.
One of the difficulties with a poem is fate fools, connected with its form - generally speaking, poems are short and this means that poets look for ways to squeeze the maximum meaning and feeling into them. Poems are often dense with meaning and unlocking these multi-layered meanings requires patience and skill. But it can be very satisfying - a poem can be like a riddle, fun to in India Essay crack! This english biz guide will help you 'unpick' a poem and enable you to work out just what the poet is trying to fate say, how the poem is 'working' and why this is being done - the poet's purpose . Oh, and finally, you'll find out what gains most marks - as well as how you can get them! Click here to read a poem that many people feel has magical qualities; and here is lethal justice, another! Of course, individuals react differently to fate fools removed such poems but many students seem to enjoy these two poems. Appreciating the subtleties of a complex poem in classroom conditions is far from ideal. This means that it will be necessary to find a quiet place and time at home with mobile phone, MP3 player and TV all switched off when you can re-read your poems.
Even better, find a friend to read and Theatre and Prostitution, discuss the of all fools removed, poem with - two heads are far better than one when it comes to understanding a complex poem. An odd but useful thing about lethal justice a poem is that if you leave a day between reading it, some of the of all fools removed, poem's extra layers of meaning seem to become more apparent when you read the poem again. Essay. It's as if the brain has subconsciously 'worked' on the poem in between readings. Reading for Meaning. Quite a useful thing to do when you first begin your work on analysing a poem is to. Fools Removed. forget it's a poem! Odd as this sounds, your first task is not to dig for hidden meanings but to be sure you've understood the The Kabuki and Prostitution, poem's 'story' - that is, what it is generally all about. This can be called the fate of all removed, poem's ' big picture '. It's true that in your essay that this will be one of things to which you will be devoting precious little space BUT you simply cannot proceed without it.
So, when you first read any poem, first of all, read it for meaning . These questions will get you on your way: Make a note of who is doing the speaking in the poem - what kind of person and in what kind of state or mood? By the way, never assume it's the poet: instead, think of it as an Individuals imagined poetic persona . Fate Of All Fools Removed. Poets often like to explore all kinds of what is a metropolitan area aspects of life in of all fools removed their work and Exploring Coupons, this can mean that they try to write from different viewpoints, for example an older male poet can write as a young boy, or even girl! Now work out who is being spoken to or addressed? (Yes - it could be you, the poem's reader, or it might be an imaginary person. Often, you a poem can seem to be spoken thoughts such as in fate of all fools removed a monologue , or it could be one half of an Essay Uncommon imaginary conversation. Think about just what is being spoken about? (What is the subject matter being discussed?). Now - and fate of all fools removed, this is crucial to a good understanding - work out exactly what tone of voice or manner of the speaking voice? (Is the speaker sounding worried, reflective, nostalgic, mournful, happy, concerned, angry, for example?). Importantly, does the tone of voice change during the is a, poem? Make a note of where this occurs.
Finally, where do the fate of all fools removed, events of the poem happen and what is the situation surrounding them ? When you read your poem, simply read it as a group of metropolitan sentences, forgetting the fact that these sentences have been split into lines . At the end of each sentence (i.e. stop reading at each full stop or, maybe, at each semicolon - ; ), work out what the fate removed, meaning is so far. Spend time thinking about this and perhaps note the idea down on the poem itself at the side of that part of the poem (this is called annotating the text). This is often the what area, easiest and of all fools, surest way to find out what the clara siblings, poet is trying to say. You can consider the effects of of all removed other poetic devices the The Kabuki and Prostitution, poet has used, such as the way the lines cut up the sentences, the fate fools, use of rhythm and rhyme , alliteration and so on later. Of course, this doesn't always work - some poems are, let's face it, especially difficult to understand! They might even lack any punctuation so have no apparent sentences.
If you find this to be the case, try searching for a study guide to your poem by clicking here or here - or, of course, ask your teacher or a friend for help. If you are still struggling to get to grips with your poem, read it a few more times and, this is the important bit! - leave time between readings (of course, in The Kabuki Theatre an exam, this is not possible). A useful tip : Most people race through poems using a dull voice. Try reading your poems quite S-L-O-W-L-Y . Even better (in fact, far better!) is to read the poem aloud ? Oh yes, you really should! Find a quiet place, or read with a friend. Put embarrassment to one side for the sake of fools a higher grade! Reading aloud is a very effective way of getting 'beneath' the Essay, poem's surface and finding its more subtle meanings.
But what you have to do is avoid a mouse-like monotone and instead try to achieve the voice the of all, writer of the Theatre and Prostitution, poem intended (and this won't be mouse like!!). Click here to listen to a clip of the GCSE poet John Agard reading a part of his poem, 'Half Caste'. You'll see from this just how much more a dramatic reading of fate fools some poems can reveal. Always avoid reading the poem in Exploring Coupons in India an overly stylised way , i.e. in a non-conversational voice! Modern poems, especially, are often best read in a normal speaking voice - but it will be a voice with a distinct quality . Do always try to capture this distinctiveness. Shakespeare had a strong Stratford accent apparently - why, then, do we pretend he didn't when we read his plays? The poem's images will, for sure, be there and the poet has created them to guide you towards a fuller understanding of the poem's content and messages . Try hard not to be overly ingenious as this leads you finding meanings that are not there . This is a classic problem with even the brightest students when reading poems. Meanings are never 'hidden' - they are always 'there' - maybe 'under the fate removed, surface', but always 'there'.
And they are always consistent with the Exploring Coupons in India Essay, whole poem. A poem's deeper meaning might not always be easy to get hold of, but it will be there to find - and - very helpfully and of all, importantly - it will be coherent . Coherence is an important quality of all literature, poems included. It means that the Essay about Individuals, meanings in the poem will all be developed and reinforced logically as the poem progresses . The first line always contributes to of all fools the overall meaning, as do all other lines. If you do think you've found a meaning in clara barton siblings a poem and it does not contribute in some obvious way to fools removed the overall meaning of the whole poem , you are almost certainly off track and misreading the poem: a classic way to lose marks! Click here to listen to John Agard reading a part of his poem, Half-Caste . Notice the slow and emphatic nature of his voice. If you take a leaf from his book and read your poems slowly and dramatically you will obtain far more meaning from your poems - and gain higher grades ! Writing your essay. Writing an lethal justice essay about a poem needs the of all removed, same skills that apply to all essay writing. Exploring Discount Coupons Essay. The english biz essay writing guide is full of ideas that will help gain you a higher grade - be sure to read this - click here . As with all essays, you cannot hope to do well unless you know your text well . Only then will you be able to develop a sufficiently strong viewpoint from which to create the necessary argument that forms the basis of the best essays. The best essays are written as if they were an argument - again, the fate of all, Englishbiz guide has much more on this. What is your teacher or examiner actually looking for in your essays? You need to show that you have understood not just the poem's 'surface' meaning - try to show knowledge of its layers of meaning and its more subtle messages . You need to show you have understood how the poet has used language and poetic devices to help create and 'shape' create subtle underlying messages . You need to show you have recognised how meaning is developed across the whole poem - as each idea is explored and builds up into a coherent whole.
How to do this to gain high marks. Read the and Prostitution, essay question or title very carefully . You just wouldn't believe how many students answer a different answer to the one asked. Yes - they do, every year! If you are revising for an exam, ask your teacher to show you some past exam questions . There is no better way to familiarise yourself with what is fools removed, required in the exam and your teacher will be happy to mark any questions you try. Some exam boards now post downloadable past exam papers on what is a metropolitan area network their web sites . Highlight the key words of the essay question and fools removed, be sure you address each of Exploring Coupons Essay these in your answer - marks will be lost if you don't! In an exam question, there will usually be bullet points to guide your response - you MUST cover the points these mention as the exam marker gives marks based on these . If it is not clear in the essay question, decide which poem(s) will help you answer it. Work out fate removed exactly what is required of you. Discussing the poet's life and times, i.e. their context , rarely gains marks. It is often better to is a get on of all removed with your analysis of the poem(s) straight away. Be aware of any significant changes in emphasis and the tone of voice as the story, ideas or images of the poem unfolds.
Work out how and why these tones and changes in tone have been made to occur through particular choices of language or form . This is important as it will allow you to comment on the structure of the poem and this gains many marks. Be especially alert to the use of an ironic tone of voice. Irony is an important and frequent poetic device used by poets. Irony is an effective means of engaging the reader. Irony subtly shapes meaning and develops layers of raymond carver meaning within the poem.
As well as irony , poets frequently rely on the use of what is called ' figurative' language . It's very important to notice where figurative language is fools, used, the effect it creates and the purpose intended. Figurative language creates 'figures' or images in the mind's eye. It is the use of description , metaphor , simile or personification . This common poetic device helps the poet to create and shape meaning. It also works to lethal justice develop an emotional response in you, the reader. Figurative language works so well because it creates images in the mind - and as the old saying goes, 'a picture is worth a thousand words. '. Look at these opening lines and see how the images are created and begin to work:
I’ve known rivers: I’ve known rivers ancient as the world and older than the. flow of human blood in human veins. My soul has grown deep like the rivers. from 'The Negro Sings of Rivers' by Langston Hughes.
Read your poem through a sufficient number of times for you to feel sure you have grasped its big picture . Finally, with the fate of all, essay question firmly in mind , work out your response to it. This is your own point of view on which you will base your essay. An important way you can unlock subtle meanings in any text, but especially in a poem, is to look for the effects of Discount Essay binary oppositions . Click on the hyperlink if this idea intrigues you. It is a guaranteed 'mark grabber' as it allows a very subtle response indeed to a poem (or any text). If you can discuss a text at the level of fate fools its binary oppositions , you will have at your disposal a sophisticated way of what is a metropolitan area network analysing the subtle levels of meaning created in poetry - but this method is sophisticated and requires very careful thought. FOR A FULL GUIDE TO THIS FASCINATING ANALYTICAL TECHNIQUE - CLICK HERE. Some more ways to fate unlock the Theatre and Prostitution Essay, meaning of fools a poem.
There is a key aspect to every poem you need to consider - the Exploring Essay, one aspect that separates all poems from fate any other kind of writing: its form . You need to work out The Kabuki and Prostitution Essay why the of all removed, poet wrote it in lines! Writing in lines means the poem is composed in verse . Notice where the poet sliced up each sentence into shorter lines (and sometimes even across the stanzas of the poem). Does it allow a special degree of emphasis to be placed on parts of the carver quotes, sentence that might have been lost if it was not 'sliced' up into fools removed lines - i.e. if it had been written as a piece of continuous prose ? See if you can work out how the poet's use form helps to emphasise certain words or ideas as these often act subtly to shape meaning . Remember that only siblings, poetry allows this 'playfulness' with form . Poets truly enjoy playing with the fate fools removed, form of poetry - after all, that's why they like writing poetry! As well as choosing where to end a line or a verse (i.e. properly called a stanza ), or whether to clara barton use rhythm or rhyme , there are many other ways in removed which a poet can play around with the form of language to what is a add to the meaning: Some lines might seem to end quite abruptly - even without using a full stop. This can be used to create subtle effects.
For example, an end-stopped line can lead to of all a useful pause occurring before you read on thus creating emphasis (see the technical term caesura below). Some lines might 'run on' into Exploring Coupons in India the next line or even the next stanza. Poets also sometimes create the effect of an extended pause between words, phrases or lines - again with or without using punctuation to achieve this effect. This enforced mini-pause is called a caesura . This is a subtle effect that leads to an emphasis or a pause for thought being created. Some I mportant 'Poetic Devices' Alliteration is the repeating of initial sounds as in William Blake's poem The Tyger: ' T yger!
T yger! B urning b right!'. This often creates emphasis and, like the use of rhythm and rhyme , makes words memorable. It can also help to create a different tone - depending on which consonants are alliterated. Alliteration using consonants such as 's' or 'f' will create a softer tone of voice. Alliteration created using harsher consonants such as 'b' or 'd' can create a harsh even angry tone. Always try to work out the tone of of all fools voice within your poem and note how and where this changes . A ssonance is the term used for the repetition of vowel sounds within consecutive words as in, 'rags of gr ee n w ee d hung down. '. Vowel sounds are always softer sounding and can add to lethal justice the quality of the tone of voice within the poem, perhaps creating a sense of softness of fools mood or romance . A combination of is a metropolitan network soft consonants and long vowels can create a particularly gentle tone. Rhyme is when the fate of all, final sounds of carver quotes words are the fools, same and area network, are repeated either within a line (this is called internal rhyme , as in fools 'I bring fresh showers for the thirsting flowers ') or at the end of two lines (this is Theatre Essay, called end rhyme ). Work our the fate of all, effect rhyme creates.
Does it make the poem more memorable? Does it add to the 'feel', the meaning or the tone in a useful way? Does it create a happy sense that 'all is well with the world'? Often 'sound effects' created by using the form of words help to suggest a particular tone of voice . For example, repeated hard consonants called 'plosive consonants' (b, p, c, k, d, etc.) can suggest harshness or anger, whereas soft consonants (sh, ch, s, f, m, etc.) or 'long' internal vowels (e.g. the s oo n the sh ow ers of au tumn') can suggest a calm or romantic quality. Rhyme can also suggest or add a sense of control or harmony as if 'all is raymond carver quotes, well with the world', whereas half-rhyme (e.g. moan/mourn, years/yours) can suggest a wish for harmony or the presence of discord . Repetition of important words and phrases can help shape meaning because it adds emphasis . Are the stanzas (i.e. what many students wrongly call 'verses') regular in line length, size and shape with a repeating, regular rhythm?
This is fate, typical of older more traditional British poetry and Theatre and Prostitution Essay, hints at that sense of 'control' and 'harmony' that seemed to exist in earlier days before the great loss of fate of all religious faith or questioning of values of today. Poems with irregular line lengths and no obvious rhythm or rhyme look and sound very different from Essay traditional poetry. These poems are called free verse or, technically, 'vers libre' and fools removed, can be a way of barton siblings suggesting lack of fate of all removed control or lack of Discount in India harmony . Look at the way the structure or sequence of ideas builds up in the poem (perhaps through a sequence of of all images ); make a note of the effect of this sequencing of siblings ideas or images and how it adds to the overall effect and meaning of the poem. Finally, notice if any particular words and phrases stand out in a particularly poetic way. These words and phrases deserve extra thought as they probably contain layers of meaning or create imagery and ideas.
Maybe the words are ironic or metaphorical? Perhaps they create a vivid image , for example. These effects act to fools removed draw you deeper into the world of the poem by Individuals, engaging your attention - a sure sign that the poem is removed, 'working' on you! In your mind, 'become' the poet and The Kabuki and Prostitution Essay, ask yourself these revealing questions: 1. What is 'your' poem about generally (e.g. 'war') and in particular (e.g. 'the horror of fighting in of all fools trench warfare'). For example, were you trying to help your reader to understand some aspect of society or human life more clearly? What was your intention or purpose? 3. Is A. What motivated you to of all fools write about Theatre such a subject?
Were you affected by your circumstances : the fate of all, beliefs, values and attitudes you hold to compared to the general beliefs, attitudes and values of your society or its leaders (i.e. The Kabuki Essay. your society's dominant ideologies )? 4. Were there any literary traditions or fashions that affected the style in which you wrote? Why was this? You will frequently be asked to write about more than one poem and this does add an removed extra layer of difficulty. However, if you are writing an argument essay , the difficulty is carver, lessened dramatically because you are using the poems to support your own argument rather than writing directly about the poems themselves. Aspects of each poem will, therefore, naturally find their way into your essay as you write in support of the various points you are making to support your argument. It is, therefore, always best to compare and contrast the ideas each poet explores as you proceed - and this is best done as providing support for your own argument. In each paragraph you write, you should aim to discuss a comparable or contrasting aspect chosen from each poem (and, as before, you must use the 'point-quotation-comment' method) that helps develop a point that supports your overall argument as stated in your opening paragraph. If you find this difficult (and it can be - especially under examination conditions), the alternative is to write an 'exploring essay'. Fate Fools. In this kind of essay, you analyse and write about your first poem fully before moving on to your second poem, then, as you write about the second poem, you must take the about Individuals, chance frequently to refer back to the first poem when you find a suitable point of comparison or contrast. N ever forget to fate fools removed compare and contrast!
This is a part of the mark scheme in this type of question. FIVE TOP TIPS FOR SUCCESS. 1. Essay. Know your poems well. 2. Analyse closely analysis and develop subtle insights. Only a close analysis of the poem will allow you to develop subtle insights into fate of all fools removed the poet's reasons and Uncommon Individuals, methods. It is the fate of all fools removed, consistency, clarity, depth and subtlety of your analysis and insights that will gain the Essay Uncommon Individuals, highest marks.
3. Use the P.E.E. method of analysis. 4. Of All Fools. Never look for and find what isn't there ! Poems can be difficult so when you are thinking about the deeper levels of a poem's meaning, it is all too easy to Theatre be overly ingenious . Removed. Do not find meanings that are not really there. If a particular meaning exists within a part of a poem, it will be consistent with (i.e. help out the about Individuals, meaning of. ) the whole poem - it will never just apply to a single line or phrase. If you think a line of poetry means something, make sure this fits in with what you think the poet is trying to fate of all fools removed say in Individuals the whole poem. A more obvious meaning is of all, far more likely than a very obscure meaning.
Always make sure that the words of your poem clearly support whatever points you want to make about it. Never be afraid to use a lively style when you write; in fact, whilst remembering always to avoid slang and to use standard English , try hard to make your essay sound as individual and interesting as you are! Avoid stuffiness and over-formality like the plague.
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