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Juniors - If you want to improve your chances, NOW is the time to start brainstorming essays

2024.05.14 16:12 ScholarGrade Juniors - If you want to improve your chances, NOW is the time to start brainstorming essays

There have been an increasing number of juniors visiting this sub asking for advice about writing essays. Below are some tips and advice for making your essay stand out as excellent. Feel free to ask questions because I will answer every single question in the comments.
I know from experience that many of you are struggling to identify a good topic for your essay. Conventional wisdom says to start by brainstorming a list of potential topics, and chances are, you have already started a mental list of ideas. You might think you only have a few choices for topics, based on your activities or experiences, or essay examples you read, or the rough draft you already started (or worse, that GPT started...). I advise, however, that you put down your list of topics and back away from it. Forget that exists for a moment. Seriously - thinking about this initial list tethers you to certain ideas that might not actually be your best options.
Now you can begin brainstorming with a clean slate.
Start with thinking about what you want to show in your entire application, not just one essay. Every single component in your app has one purpose – to tell more about YOU. Filling out the rest of the application by rote and focusing solely on the essay is short-sighted and will leave so much potential untapped in your application.

It's About You. Tell Your Story - And Be The Protagonist

An admissions officer’s goal is to understand you fully, in the context of your background and the rest of the applicant pool. They will begin this with assessing your academic abilities and potential. Then they will evaluate how you will fit into the student body they’re trying to curate. All of this can be somewhat broad and diverse and touch on several institutional goals. But they will dig deep to find out what each applicant is like, what your core values and motivations are, what kind of student you will be, how you will contribute to the vibrant and intellectual campus community they’re building, etc.
Your goal with essay brainstorming is to ascertain how to powerfully tell your story in a manner that will fit these criteria. The entirety of your application (again, not just one essay) aims to showcase your abilities, qualifications, and uncommon attributes as a person in a positive way. Before you begin outlining or writing your application, you must determine what is unique about you that will stand out to an admissions panel. All students are truly unique. Not one other student has the same combination of life experiences, personality, passions, or goals as you do. Your job in your application is to frame your unique personal attributes in a positive and compelling way. How will you fit on campus? What personal qualities, strengths, core values, talents, or different perspectives do you bring to the table? What stories, deeper motivations/beliefs, or formative experiences can you use to illustrate all of this?
It is always helpful to start with some soul-searching or self-examination. You might not immediately know what you want to share about yourself. It’s not a simple task to decide how to summarize your whole life and being in a powerful and eloquent way on your application. Introspection prior to starting your application takes additional time and effort rather than jumping straight into your first draft. But it is also a valuable method to start writing a winning application that stands out from the stack.
You'll see the advice everywhere that all essay prompts are really about the same thing - you. The goal of each essay then is to showcase who you are, what matters to you, and how you think. I guarantee if you're on this sub enough, you'll hear the advice to "show, don't tell" when writing about yourself. But what does this mean really, and how do you do it well? How do you even get started on an essay that does this?

Introspection Questions

It’s often easiest to start thinking in terms of superlatives, especially those related to personal insights -- what are the most meaningful things about you, and what do you value the most? Here is a list of questions to help you brainstorm broadly before you narrow down your focus for writing:

What are your interests?
What sparks your curiosity?
About what topics do you enjoy reading?
With whom do you enjoy spending time? Who has impacted your life the most?
Reflect upon “superlatives” in your life. What moments were most memorable, formative, enlightening, enjoyable, or valuable? What physical possessions, experiences, dreams, or lessons could make your superlatives list?
Stop and think about what things, people, or circumstances in your life are really unique, fascinating, or outlandish. Are there any that really have a lot of "cultural flavor" (whatever your culture is)?

I have a free introspection worksheet with over 100 questions like this designed to help you find ideas worth exploring in your essays. You can find it on the A2C Discord or download it directly here.

Find Your Story And Arc

Think of a small anecdote or story from your life that you could share that serves as a microcosm of who you are and what is important to you. It will massively help you narrow this down and find a gem of a story if you first start by thinking about your application arc or theme. This is the one-phrase summary of your entire application. It could be "brilliant entrepreneur who started her own successful business" or "talented athlete who wants to study economics and finance as they pertain to sports", or even "avid baker whose hobby sparked an interest in chemistry". It doesn't have to be related to your intended major, but it can help your arc be stronger and clearer if it is.
Once you have an arc determined and a story to share, think about what you want that story to say about you. This is where it can help to think of this as something you would share on a date - what impression does it make about you to the reader? Once you know this, start showing, not telling this attribute of yourself through your story. For example, instead of saying that you're compassionate toward others, you show an example of a time you were compassionate, then elaborate on why, and what it means to you.

Essay Brainstorming Techniques

If you are having trouble finding a story, or simply have writer’s block once you have picked your topic, here are some ideas to get your juices flowing:

Stream of consciousness writing -- Start writing whatever is in your head, and don’t stop for 30 minutes. You probably won’t use what you just wrote for your essay, but it will help you find a starting point.
Journaling -- Answer the prompt as if you were writing in a journal. This will get you in the habit of writing about yourself and establish comfort with the concept. It will also take you to a new level of introspection and self-awareness.
~~Twitter~~ X style -- Write several rapid-fire responses to the prompt in 280 characters or less. Choose an idea from these responses to expound upon in your essay.
Read each essay prompt, then go through your introspection worksheet responses and connect the stories and insights to one or more of the prompts. Some students like using color coding to visually see how their different ideas might work together.

Why Essays Matter

Here's the thing a lot of people don't realize about college admission: it's not an award for being the smartest, most accomplished, or most impressive. It's an invitation to join a community. Far too many students think that if they can just show that they're smart enough, they'll get in. Yale even says right on their admissions website that 75% of their applicants are academically qualified to succeed at Yale. But only ~4% are getting in. That should tell you that they're looking for more than just top tier test scores and grades. To be perfectly clear, you will need top tier grades and (optionally) test scores to show that you're qualified, and the vast majority of my students come to me with this part already in the bank. But what sets the admits apart? It's personal insight - sharing who you are, how you think, what matters to you, and how you engage community. You can't just say "/IAmVerySmart, please admit me," or even "I did a cool thing guys! Isn't that neat!" You need to go deeper and show them your core values, personal strengths, motivations, aspirations, character traits, foundational beliefs, personality, etc. And you need to do it in a charming, winsome way that makes them like you and want to invite you to join their community.
So how do I get students to do this? All of my students complete that introspection worksheet. We go through it and find the stories, examples, anecdotes, conversations, memories, relationships, and other things from their life that will help us craft a strong and personally insightful narrative. We also make lists of the values, strengths, and key personal qualities we want to showcase. Once we have some topics, outlines, abstracts, or rough drafts, we talk about which stories to tell where, how to tell them well, and what details to include to present the best they have to offer. Then we refine, edit, polish, and enhance over and over until the story sings, but more importantly shows their heart and soul. We also go through all the other application components to ensure consistency, quality, and distinctiveness.
Here's why this works so well: at most highly selective colleges there is a primary reader (or 2-3) who will review everything first and then present it to the admissions committee, who then votes on whether to admit you. That presentation typically goes one of three ways:

Total enthusiasm, energy, and excitement. They strongly advocate for admission and paint a clear picture of how you will contribute to their goals and community. Everyone in the room picks up on that energy and is leaning forward in their chairs, looking for reasons to admit you. This is quite rare, generally less than 5 out of every 100 applications, even among those which are "fully qualified." When you do this right, you show depth, meaning, and valuable personal insights so the reviewer is learning about who you are and how you might engage the community they're curating. You come alive off the page as a person, not just another file.
Business as usual. You're another great applicant in a pile of great applicants. They share a basic review of the facts, your profile, stats, strengths, weaknesses, etc. Maybe someone on the committee finds something they love, and they really push for admission. More likely, not and you get deferred/waitlisted even though there wasn't anything "wrong" with your application. They just didn't love you enough to commit.
"Here's a stack of 20 applications that I didn't find all that compelling, so we won't present them individually, but you guys are the committee and you make the decisions. So let me know if there are any you want to talk about." In this case, unless there's a letter of endorsement from an athletics coach or your last name matches several buildings on campus, you're probably not getting additional consideration, much less admission. They will regret to inform you.

Everything we're doing is designed to help them get to know themselves, present the best they have to offer, and land in that first group. Having top tier essays is the single best way to get there. Get started on brainstorming in the next few weeks so you'll have time to get a few essays completed over the summer.

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2024.05.14 07:51 Jh0nPerez Spanish help for your Spanish test/exam. Get the best deal for your Spanish homework. Native expert in Spanish assignments with vouches (VPN available) Discord: jperez jperezonline@outlook.com

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2024.05.14 07:14 ScholarGrade Juniors - NOW is the time to start brainstorming essays

It's About You. Tell Your Story - And Be The Protagonist

Introspection Questions

What are your interests?
What sparks your curiosity?
About what topics do you enjoy reading?
With whom do you enjoy spending time? Who has impacted your life the most?
Reflect upon “superlatives” in your life. What moments were most memorable, formative, enlightening, enjoyable, or valuable? What physical possessions, experiences, dreams, or lessons could make your superlatives list?
Stop and think about what things, people, or circumstances in your life are really unique, fascinating, or outlandish. Are there any that really have a lot of "cultural flavor" (whatever your culture is)?

Find Your Story And Arc

Essay Brainstorming Techniques

If you are having trouble finding a story, or simply have writer’s block once you have picked your topic, here are some ideas to get your juices flowing:

Stream of consciousness writing -- Start writing whatever is in your head, and don’t stop for 30 minutes. You probably won’t use what you just wrote for your essay, but it will help you find a starting point.
Journaling -- Answer the prompt as if you were writing in a journal. This will get you in the habit of writing about yourself and establish comfort with the concept. It will also take you to a new level of introspection and self-awareness.
~~Twitter~~ X style -- Write several rapid-fire responses to the prompt in 280 characters or less. Choose an idea from these responses to expound upon in your essay.
Read each essay prompt, then go through your introspection worksheet responses and connect the stories and insights to one or more of the prompts. Some students like using color coding to visually see how their different ideas might work together.

Why Essays Matter

Total enthusiasm, energy, and excitement. They strongly advocate for admission and paint a clear picture of how you will contribute to their goals and community. Everyone in the room picks up on that energy and is leaning forward in their chairs, looking for reasons to admit you. This is quite rare, generally less than 5 out of every 100 applications, even among those which are "fully qualified." When you do this right, you show depth, meaning, and valuable personal insights so the reviewer is learning about who you are and how you might engage the community they're curating. You come alive off the page as a person, not just another file.
Business as usual. You're another great applicant in a pile of great applicants. They share a basic review of the facts, your profile, stats, strengths, weaknesses, etc. Maybe someone on the committee finds something they love, and they really push for admission. More likely, not and you get deferred/waitlisted even though there wasn't anything "wrong" with your application. They just didn't love you enough to commit.
"Here's a stack of 20 applications that I didn't find all that compelling, so we won't present them individually, but you guys are the committee and you make the decisions. So let me know if there are any you want to talk about." In this case, unless there's a letter of endorsement from an athletics coach or your last name matches several buildings on campus, you're probably not getting additional consideration, much less admission. They will regret to inform you.

submitted by ScholarGrade to ApplyingToCollege [link] [comments]

2024.05.14 06:52 zukopong pointless homework

Our ACCCOB3 (ACCOB1 and 2 as well even) HW we have to answer 5-10 exercises on an Excel sheet and then rewrite all of that on a worksheet. Half of the exercises are theory questions and not real accounting so what's the point of having to spending hours on end rewriting them on a worksheet? I think its so pointless and a complete waste of time.
I could be using my time to study for the quiz instead of writing 11 pages that they won't even check :( I would understand if we're only required to rewrite the stuff with proper accounting but the theory part? If you think there's any merit to these types of HW pls share your thoughts bc I think we really aren't learning anything from this

submitted by zukopong to dlsu [link] [comments]

2024.05.13 23:54 GoGetSilverBalls OK I'm struggling with how to grade kids with trauma and LD

I have a student who lost their mother to violence over a year ago. They are also LD.
I have another student who lost their dad to a heart attack about 2 months ago.
The first student doesn't try, doesn't ask for help, doesn't even put on answer on a worksheet. When I approach and say, hey, how.can I help you get started, they just suck their thumb (6th grade) and mumble, no thanks.
The other student missed about 2 weeks, came back and made all the work up and had an A. First student has an F bc they have turned in literally nothing.
I am torn. I totally get where first student is traumatized. As was 2nd student because there are multiple issues (health) with their remaining parent, whose health is on the decline rapidly.
For me, 1st student should be able to grieve, but understand that doing zero work does not help them. I have tried, guidance counselor has tried, and on site therapist has tried. 1st student just refuses.
Should I let 1st student fail for refusing help? I personally feel like if I just pass them, they'll get into that mindset that they'll be "successful" with zero effort, and the world is going to be a horrible place for them when they go out into it. Can't read. Can barely write, and gives zero effort. All o can think is homelessness, abusive relationships bc of financial needs...I know you get what I'm trying to say, so I'll leave it at that.
To clarify, have contacted Dad with concerns and he assures me he can take 1st student to the library to finish assignments. Student 1 has come back on Monday with no finished work. Talked to dad, he said he took student 1 to the library and put them on the computer (where my work is posted), but said they just wouldn't do anything.
Do I fail student 1? I've followed all the IEP requirements and have gone out of my way to assist them.
I'm really torn. Thanks, and please be kind.

submitted by GoGetSilverBalls to Teachers [link] [comments]

2024.05.13 23:27 Crochet_Chocolate Are we Cooked? - A collection

During my APUSH exam, several things went wrong in my class. Here is a collection of some of them. Are we cooked?
I included a reference to "the entire history of the world, i guess" in my LEQ. Am I cooked?
In my LEQ, I finished with some extra time left. I already incorporated a counteargument, but I was rambling in my conclusion and ading more outside context. I picked the national identity from 1800-1848, and talked a lot about manifest destiny. I don't remember exactly what I wrote, but it was something to the effect of "After the closing of the frontier, the U.S. ran out of destiny to manifest, so they fought against spain to keep manifesting their destiny" Am I cooked?
One of the kids in my room wrote her answer to Q1 of the short answer in the Q2 space, and vice versa. She marked it on her paper though. Is she cooked?
One of my friends wrote her LEQ (same prompt as above) about the development of the constitution in forming a national identity. But the prompt time period was 1800-1848 so... is she cooked?
Another friend wrote the school code wrong on section 1 of his test, and only realized when filling out section two. Is he cooked?
Last kid put both of the exam stickers on his answer packet and no AP ID. Is he cooked?
Please rate our cookedness from 1-5:
1= raw
2= rare
3=medium
4=well done
5=burnt to a crisp

submitted by Crochet_Chocolate to APUSH [link] [comments]

2024.05.13 22:44 sololoot217 Garnishment question from attorneys office

The attorneys office just said fill this sheet out to the best of my ability and wasn’t helpful on what I actually need to do. Do I withhold the amount (not on the pic)? What do I do with the withheld amount? Thanks. New HR Manager here in MN.

submitted by sololoot217 to humanresources [link] [comments]

2024.05.13 22:11 Stunning_Travel840 I (19M) was in a kind of relationship with a girl (19F) in my college.But she cheated on me. What to do?

So,basically it happened when I was in second semester.There was a girl who used to stare at me during lectures and there were various moments when we had a eye contact but I used to ignore that thing.Then things started to escalate when she started saying hello to me when I was with my friends.So, my friends suggested me to go and talk to her.So I gathered my confidence and approached her.She interacted with me but left very soon.Later that day she sent me Instagram request and we started having conversation about random things(politics, studies etc).
She knew I was good in academics so she asked for help and as a human being I helped her and then after this we were talking 1-1.5 hrs daily on phone and when I didn't saw her message she used to call me continuously(One time she called me 7 times in interval of 3-4 mins) and every time she would ask me that if I am okay or has she committed some mistake that is why I am ignoring her.She used to ask for my suggestions for every thing.
Then we started going to library,where I used to teach her on the expense of my own academics but I didn't cared.Things were going well. She became a support system for me.We used to go on walks etc. She appreciated my physique (I go to gym).
But things started going downhill on June 3rd,it was her birthday and she didn't invite me,I thought she might be busy with her friends but foolish me called her and asked that am I just for her academic support!She denied and said that she wanted to give me party alone and I said I don't want a party from you .Things were not going well, we didn't called each other much.
Fast forward to 16th June ,I was working on my project and it was around 3 in the morning and she texted me that his boyfriend is asking about you,My heart fell down and I just replied her it's your matter and you have to answer it but she insisted me to tell something to reply him.. Then I wrote a long paragraph in which I said I don't want to become a barrier between both of you.I trusted you but you betrayed me and used me. I wish you all the best and please don't try to text me again.. then she started spamming that sorry,I know it's my mistake. Don't leave me blah blah... I didn't reacted to her messages. Then I went to my bed and it was around 4:30 AM, I am having project submission at 9:00 AM and after 2 days I am having my end semester exams. I tried to sleep but after 1 hour, I woke up and was feeling heavy, I called my friend and told him that everything thing is over and I broke down. Then he and one more friend of mine came running to my room and took me to the balcony and consoled me and told me that don't be sad..
Then afterwards I gathered myself and went for the project evaluation,it went good but I was feeling a void. Then in the evening she texted me again asking me that If I am angry because of her.. my friends suggested me not to reply so I didn't reply.. But the night before the exams she texted me asking for the solutions of worksheets, I didn't send her.Then she called with a different number.But then again she started spamming. Then I texted her that I want to meet and want to end everything, she came and I gave her a short reality check and saw her tears rolling down her cheeks,I again said that please don't cry etc etc.... So I gave my exams and went home.
Again on July 2nd she texted me that I met with an accident and broke my hand. I replied take care. She said are you still angry with me,please give me a chance I want to normalise everything but I asked why should I give you a second chance which she didn't bother to reply.
Now fast forward to 4th semester, everything is going fine(My CG is 9.0) but now again she is staring at me and is trying to initiate a conversation but I ignore her completely but deep down I also want to initiate a conversation again. So what should I do? Kindly guide me!!
Thank You :⁠-⁠D

submitted by Stunning_Travel840 to RelationshipIndia [link] [comments]

2024.05.13 16:34 Stunning_Travel840 I (19M) was in a kind of relationship with a girl (19F) in my college.But she cheated on me. What to do?

So,basically it happened when I was in second semester.There was a girl who used to stare at me during lectures and there were various moments when we had a eye contact but I used to ignore that thing.Then things started to escalate when she started saying hello to me when I was with my friends.So, my friends suggested me to go and talk to her.So I gathered my confidence and approached her.She interacted with me but left very soon.Later that day she sent me Instagram request and we started having conversation about random things(politics, studies etc). She knew I was good in academics so she asked for help and as a human being I helped her and then after this we were talking 1-1.5 hrs daily on phone and when I didn't saw her message she used to call me continuously(One time she called me 7 times in interval of 3-4 mins) and every time she would ask me that if I am okay or has she committed some mistake that is why I am ignoring her.She used to ask for my suggestions for every thing.Then we started going to library,where I used to teach her on the expense of my own academics but I didn't cared.Things were going well. She became a support system for me.We used to go on walks etc. She appreciated my physique (I go to gym).But things started going downhill on June 3rd,it was her birthday and she didn't invite me,I thought she might be busy with her friends but foolish me called her and asked that am I just for her academic support!She denied and said that she wanted to give me party alone and I said I don't want a party from you .Things were not going well, we didn't called each other much. Fast forward to 16th June ,I was working on my project and it was around 3 in the morning and she texted me that his boyfriend is asking about you,My heart fell down and I just replied her it's your matter and you have to answer it but she insisted me to tell something to reply him.. Then I wrote a long paragraph in which I said I don't want to become a barrier between both of you.I trusted you but you betrayed me and used me. I wish you all the best and please don't try to text me again.. then she started spamming that sorry,I know it's my mistake. Don't leave me blah blah... I didn't reacted to her messages. Then I went to my bed and it was around 4:30 AM, I am having project submission at 9:00 AM and after 2 days I am having my end semester exams. I tried to sleep but after 1 hour, I woke up and was feeling heavy, I called my friend and told him that everything thing is over and I broke down. Then he and one more friend of mine came running to my room and took me to the balcony and consoled me and told me that don't be sad.. Then afterwards I gathered myself and went for the project evaluation,it went good but I was feeling a void. Then in the evening she texted me again asking me that If I am angry because of her.. my friends suggested me not to reply so I didn't reply.. But the night before the exams she texted me asking for the solutions of worksheets, I didn't send her.Then she called with a different number.But then again she started spamming. Then I texted her that I want to meet and want to end everything, she came and I gave her a short reality check and saw her tears rolling down her cheeks,I again said that please don't cry etc etc.... So I gave my exams and went home. Again on July 2nd she texted me that I met with an accident and broke my hand. I replied take care. She said are you still angry with me,please give me a chance I want to normalise everything but I asked why should I give you a second chance which she didn't bother to reply. Now fast forward to 4th semester, everything is going fine(My CG is 9.0) but now again she is staring at me and is trying to initiate a conversation but I ignore her completely but deep down I also want to initiate a conversation again. So what should I do? Kindly guide me!! Thank You :⁠-⁠D

submitted by Stunning_Travel840 to relationship_advice [link] [comments]

2024.05.13 15:23 kgw2511 Advice on approach to collating data from several columns into groups,

My colleague has created as MS Form that includes branching questions. The resultant worksheet has, for example: Column D main answer (text); Column E sub answer (text); Column F value of answer (number); Column G main answer (text); Column H sub answer (text); Column I value of answer (number).
The challenge is to transform the data so that a pivot table could group together the text in D and G and sum the values.
Grateful for any advice.

submitted by kgw2511 to excel [link] [comments]

2024.05.13 05:38 user101604371 if you're considering Science One...

Disclaimer: This post is merely to provide knowledge, and not to instruct you to do anything. Your choice whether to choose the Science One program at UBC or not is completely up to you. I hope this helps in making an informed decision.
I just thought I would contribute to the existing public knowledge of the Science One program already on Reddit here: https://www.reddit.com/UBC/comments/ec95t4/for_anyone_interested_in_science_one/ My post assumes you already did basic research on the program and aims to contribute more knowledge that isn’t publicly available yet (here is the Science One website: https://scienceone.ubc.ca)
I am an alumni in the 2023-2024 cohort, but just a disclaimer that a few things will change in the program in the years to come (see below):
Just a few small updates to the previous Reddit post:

BIOL 140 is no longer a mandatory component of Science One so there will be no associated biology labs.
There are three STT’s, where you can find here for the updated schedules for your year: https://scienceone.ubc.ca/resources

Note about grades: While Science One is promoted as a program where the students care more about knowledge than grades, while this is very true in my personal experience, I still think that grades played a large impact on our mental health, confidence, and our overall enjoyability of the first year experience. The reason I am including grades here is to allow you to have reasonable expectations about your grades and know that if you want to go into a very competitive specialization in second year, Science One may not be the right program for you. Note that the grades published on UBC grades (https://ubcgrades.com) is not representative of the actual class average. There is a policy where if a student failed two or more subjects in Science One, the credit for Science One will be broken down into its individual course components and the student will not appear to have been in Science One (it doesn’t show Science One on their transcript, rather the rough course equivalents). This raises the apparent class average reported. In my year, 3 people were removed, which changed the class average from 75% to 77%.
Alright, with that out of the way, I will be filling in the gaps of public knowledge specifically with the workload of Science One. Below is a (hopefully) unbiased perspective on Science One. My personal opinion will be stated later in this post.
Biology
Note: both of our biology professors (Pam Kalas and George Haughn) are no longer teaching in the program, so this subject may look very different

Weekly 10 minute quizzes (quiz average 15% of biology grade), consisting normally of two to three written questions (be sure to learn to type very fast and think fast, especially since these quizzes are normally at 8:30am in the morning)
- However, we get one quiz drop per term where our lowest quiz mark is discarded
- Generally the quiz average is around 74%
Biology Midterm “superquiz” once a term (20% of biology grade, can replace quiz average if the mark is higher so can be worth up to 35%) which is around 55 minutes and consists of around 10 long written questions (however, this is very little time for the amount of thinking and typing necessary to succeed so learn to type fast!)
- Average was around 74% and 60% respectively for terms 1 and 2
Biology assignments for completion/participation (10%) around once every 1-2 weeks ~ somewhat simple compared to the complexity of the quizzes and midterm, takes around 15-20 minutes per assignment
Pre-readings per week around 2 hours, critical to understanding the class material
- Pre-readings are found in study guides provided to us or on public webpages, there is no textbook for biology
One tree project in term 1 where you are tasked with finding and identifying five different tree species around campus
2.5 hour final exam (50%), however, if you do better on your final exam than midterm average, it can replace the midterm average (so can be worth up to 85% of your grade)
- Consists of written answers with explanations (I found this final to always be very rushed, finishing writing my answers with around 1 minute to spare)
- Typically, since the final exams are so difficult, very few people will be able to get a higher mark on the final exam than the midterm
- Average was 65% in term 1, term 2 grades not available

Overall: 3-10 hours of work per week depending on your thinking speed and how busy that week’s schedule is
Class average over the year: 71%
Term 1 Units: Great Bear Rainforest, Metabolism, DNA, Gene Expression, Genetics
Term 2 Units: Genetics (Continued); Phylogenies, Speciation, Population and Community Dynamics; Macromolecular Self Assembly; Regulation of Gene Expression; Biological Energy Transformation
Biology Tutorials

Salmon project ~ year long project where we test the DNA of salmon through learning gel electrophoresis strategies
- Very minimal prep work, maximum 30 min per tutorial

Chemistry
Note: One professor is no longer teaching in Science One (John Sherman), but the other is staying (Guillaume Bussiere), so this may be different in your year

Around biweekly unit quizzes (40%), five per term, each quiz around 30 minutes, double sided with around 15-25 questions, with both multiple choice and written answer questions
- Around 74% averages
- One quiz drop per term
Assignments (10%) consisting of worksheets provided in class (takes around 30 minutes-1 hour per assignment) and questions submitted on a paid ($70 if I remember correctly) homework submission website called Achieve
2.5 hour final exam (50%) consisting of theory based questions, organic chemistry, multiple choice, and calculation
- 69% average in term 1, term 2 grades not available

Overall: 2-5 hours of work per week depending if there’s quizzes or assignments that week
Class average over the year: 75%
Term 1 Units: Chemical Bonding and Basics, Conformations, Stereochemistry, Thermodynamics, Electrochemistry
Term 2 Units: Kinetics, Quantum Chemistry, Intermolecular Forces (not really a whole unit, more like a supplementary lecture), Valence Bond Theory and Molecular Orbital Theory, Acid Base Chemistry, SN1 and SN2 Reactions
Chemistry Tutorials

some coding based tutorials for quantum chemistry, little to no prep work, but knowledge of python coding is needed (but you will learn in Science One), submission of a worksheet for marks
Organic chemistry worksheets, guided by the professors, but no submission necessary

Chemistry Labs (Chem 121, Chem 123 equivalents for term 1 and 2 respectively)

Biweekly 3 hour lab sessions, where we are performing experiments and recording notes in our EDF
Prep work: normally on our “off weeks”, we need to fill in our EDF and do the prep work (around 3-5 hours)
In term 2, we also need to submit lab reports for each lab session (takes around 1-2 hours to write)

Overall class average (I forgot): around 85%
Physics

Two long form assignments per term (20%, so 10% each assignment), each assignment generally consists of collecting data related to something learned in class, and analyzing it
- Data collecting and analysis can take around 2-6 hours spread over the week (generally how long it takes to complete the assignment)
- Around 80% averages
Biweekly quizzes (30%), total 5 per term, one hour long open book online quizzes, consisting of 12 multiple choice or calculation questions
- Around 75% averages
- one quiz drop per term
Prereadings assignments (4%) on WebWork (around once every two weeks, but very inconsistent schedule), consisting around 3-4 multiple choice/calculation based questions
- Most often, there is no prereading assignment, but there are around 6-7 sections of prereading assigned per week of lecture of online OpenStax textbooks
  - Personally, I did not do them, but still survived, as the prereadings can take up to 3 hours depending on your reading speed and intended depth of read
Homework assignments (6%) around once every two weeks consisting of 8-11 multiple choice and calculation based questions, requires a lot of knowledge of theory rather than plugging in numbers into equations
2.5 hour open book final (40%) consisting of both multiple choice (submitted on Canvas) and long written answer questions (paper copy, but submitted on Canvas)
- 60% average in term 1, term 2 grades not available

Overall: around 2-5 hours of work per week depending on if there’s quizzes, long assignments, or assignments
Class average over the year: 76%
Term 1 Units: Measuring and Modelling Motion, Motion and Conservation Laws, Thermodynamics, Rotational Motion, Special Relativity
Term 2 Units: Waves, Quantum Mechanics, Electrostatics, Circuits, Magnetism and Magnetic Fields, Stellar Nucleosynthesis
Physics Tutorials

Generally working on worksheets with the guidance of professors, very helpful for understanding the content better, but worksheets are not submitted

Physics Labs (Phys 119, Phys 129)

3 hour sessions per week, consisting of data collection and data analysis, learn plenty of Python and basic statistical tests (however, most labs in term 1 are very rushed, but in term 2 there is much more spare time)
Prep work in term 1 takes around 1-2 hours per lab, consisting of submitting a Jupyter notebook with code so we understand the code we need to use in the lab
Prep work in term 2 takes around 15 minutes - 2 hours, mostly doesn’t have as much prep work as term 1
- Rarely Jupyter lab notebooks for submission, most weeks we just preread what we are doing in the lab and that is sufficient

Class average (I forgot): around 85%
Mathematics

Midterms “tests” (25%) three per term, around 50 minutes, and consisting of 3-4 written questions (average is usually around 60%, but we have had two instances of failed average midterms resulting in scale [but don’t rely on a scale, it is very rare!]), however, we get one midterm drop per term, where it is not counted in our average
Assignments (16%) consisting of three long assignments with written answers that take around 2-4 hours to complete, and weekly two WebWork assignments that are around 6-12 questions, calculation and theory based
Weekly quizzes (9%), with one quiz drop per term
- 15 minute quizzes with 3 questions, generally a little rushed but doable
2.5 hour final (50%)
- Average 67% in term 1, term 2 grades not available
Pre-reading assignments not for marks, takes around 2 hours per week (personally I didn’t do any and I was ok)

Overall workload: around 3-6 hours per week depending if there’s assignments, and midterms that week
Class average over the year: 72%
Term 1 Focus: Derivatives and ODE’s
Term 2 Focus: Integration
Term 1 Project (partnered)

consists of a presentation and mind map of a topic that we research in depth using primary literature
Around biweekly meetings with our mentor, and mini check in assignments

Overall workload: around 1 hour per week, but can be up to 4 hours when preparing for the presentation
Class average: around 85%
Term 2 Project (partnered)

consists of a project designed personally by you and a partner to measure something and report on it in a 3000 word paper (90%) and a presentation to our peers (10%)
Weekly check ins with mentor, or round table discussion with updates

Overall workload: anywhere from 0-8 hours a week depending on the complexity of the project
Class average: 75%
Summary
With that in mind, I want to provide some pros and cons of Science One:
Pros

Unique connections to professors
Community with fellow students, and can form a very close knit group of people who are like-minded
Blended grade at the end of the school year, so if you do bad in one subject but good at the rest, you can “hide” the bad mark
Networking with professionals at guest speakers
Having all your classes in one classroom, to avoid rushing across campus between classes
Allows you to see how all science subjects interconnect
Provides a deeper knowledge of all topics, basically an honours version of first year Science
No stress about designing your own timetable
Research experience in term 2 project can help with research applications in the future
Study spaces for only Science One students, very helpful especially during finals season

Cons

grading is a little harsh (very harsh in biology in my opinion) and there is no scaling at the end of the school year, so you may not get into your desired major if it is very competitive to get into
You also are not prioritized for major selection compared to mainstream (ie if you get a 70% and a mainstream student gets a 71%, they will be prioritized)
Workload is very intense, sometimes it felt like there was no break for ourselves
Mental health and stress levels
Blended grade at the end of the school year, so if you do really good in one subject it may be hidden
Busy workload means less free time, so some relationships outside of Science One may dwindle
Very hard to take elective courses on top of Science One, because of the busy schedule and demanding workload (might make it harder to get into Computer Science because of its prerequisites)
Science One only offers 28 credits (6 for two terms of, biology, physics, math, and chem each, with 2 for two terms of chemistry labs and physics labs each), meaning that our term 1 and term 2 work do not provide us any credit
- Science One disqualifies students from taking SCIE 113 (a communication requirement), but does not give any credits for it

Personal Opinion
While I did enjoy Science One at the start of the school year because of the pros mentioned above, over the school year, I started taking an interest in a competitive major, which put a lot of stress on myself to achieve high marks. It almost felt like no matter how hard I tried and how well I thought I knew the topic, my mark was going to be low anyways because the way the content is tested. I feel like I shot myself in the foot when it comes to getting into my major as the application process is completely based on grades.
While I don’t know if I would have done better in mainstream (I probably wouldn’t have had as many friends, and therefore my mental health would be worse, and possibly it means that I don’t have as much motivation), I definitely think that I could have done better in mainstream if I had the same motivation I do now as their way of testing and marking may be a lot more lenient. However, I am almost certainly sure that if my cohort were placed into mainstream classes in first year, we would have achieved much higher grades than we did in Science One. However, I don’t know if being in Science One could have an effect on my performance in the years to come. I do acknowledge that over the year, I was able to develop really good study habits to manage the workload and also learned to prioritize my health, which will be beneficial in the future.
However, I have also noticed that there are some “hell weeks”, where we absolutely feel like dropping out. In both terms, after term 1 and 2 conferences, where we were away at camp for the weekend (we didn’t have the weekend to do schoolwork), there was a week where there were many overlapping assessments, such as math midterms, chemistry quizzes, math assignments, and chemistry assignments, etc. These are the assessments that ended up having class averages which were below expectations, which I feel wasn’t our fault at all.
In fact, we were burnt out, but because of our wonderful Student Council, we were able to have some assignments pushed back to alleviate some of our workload and reduce burnout. Special thanks to our chemistry professors, as they were always open to planning the chemistry quizzes on days that weren’t as bad for us, and even asked us which day we wanted the quizzes. I can tell they really care about our wellbeing and our performance.
In addition, even though Science One is marketed as being prestigious, most of the people I talk to don’t even know what Science One is, and the few who do know it, know it for its intensive nature and harsh marking scheme. There is no special treatment for Science One graduates that I know of except for the occasional “wow how did you survive?”.
Generally, I don’t regret doing Science One, but if I had the chance to restart first year, I would have chosen to go the mainstream route. I feel I would have been a lot less stressed and have gotten much better grades. However, I did meet so many motivated and amazing people this year, and have generally enjoyed some aspects such as camp. Unfortunately, because of my desired major, I have seen Science One as something that may have limited my options in the future.
Do I think Science One is for you?
These are my personal opinions and please don’t take this section as the final decider for you. Be sure to do more research!
To succeed in Science One, talent can only go so far. At some point you will be challenged academically, and you will doubt yourself. But what follow is what really determines if you are a good fit for Science One. If you want to give up and do something easier, go to mainstream. If you want to persevere and to learn more, Science One may be the right choice for you. If just you want the prestige of Science One, don’t do Science One, it is not as well known as their website may make it seem. If you want to go into Computer Science, Science One may not be for you since it has little connection to Computer Science and really lowers your mark.
If you really are hard set on a competitive major which requires high marks, consider mainstream, since it is very rare and very very difficult to do well in Science One. If you really love to learn more difficult concepts, have a tight community to be by your side, to have good connections to your professors, to get some research experience, AND grades aren’t a huge concern for you, Science One is for you.
Again, take my opinion with a grain of salt. You are ultimately the right person who can make the right choice for yourself. You know yourself the best. I hope this helped and I wish you all the very best in your studies, whether you decide to go Science One or not. Feel free to DM me or reply below if you have any further questions :)

submitted by user101604371 to UBC [link] [comments]

2024.05.13 04:17 throwaway091911 petite asian girl gets brutally DOMINATED by colleges but comes out on top?!

Demographics

Gender: female
Race/Ethnicity: asian
Residence: texas :(
Income Bracket: ermmmm high enough that I won't get aid
Type of School: large competitive high school
Hooks (Recruited Athlete, URM, First-Gen, Geographic, Legacy, etc.): NONE BRUH

Intended Major(s): so I applied to a variety of majors depending on the school: my application was focused on business/finance but I applied econ to schools without a business major and engineering to a few schools for fun (I hate myself). I want to pursue pharma consulting-> biotech startup in the future, so I honestly felt like engineering OR business would help me with that.
Academics

GPA (UW/W): ermmm my schools gpa is weird but I submitted a 4.28. I had all A's in all my classes though so yea
Rank (or percentile): top 5% of my class (1000+ students)
# of Honors/AP/IB/Dual Enrollment/etc.: took 16 ap classes in high school, no ib and no dual enrollment
Senior Year Course Load: guys dont do what I did but I took ap lit, ap spanish lit (NEVER TAKE THIS CLASS), ap chem, apes, ap gov, ap macro, ap stats, deca (yea its a class for us)

Standardized Testing
List the highest scores earned and all scores that were reported.

SAT I: took it twice, 1540 superscore (770 r and m)
AP/IB: 5's on hug, bio, lang, whap, calc bc, calc ab subscore, 4's on apush, spanish lang (my proudest one), csp and a 1 on physics 1 (didn't submit)(we dont talk about it)

Extracurriculars/Activities
bruh I had to go look at my commonapp again for this LOL. gonna be vague so I dont get doxxed cause I know some sweaty little nerds from my school are on this sub.

created a medtech device designed to solve a social problem, started working w/ a biotech company to start producing and getting it into pharmacies (talked about this in a LOT of essays and I was super passionate abt it)
founder and president of my schools personal finance and startup competition club (most boring thing ever did not talk about it in ANY essay except my UC leadership one)
research w/ a professor as a mentor on the problem related to the medtech device I created, had a historical and marketing spin to it. I submitted it to the concord review but didn't hear back so it was kinda sad on my apps just writing submitted LOL
cofounded a 'nonprofit' (not really) basically holding national charity gaming tournaments. was super fun and prob one of my favorite ecs I did (also thought It was p unique)
captain of my schools science olympiad team- ive done scioly since like 5th grade and I genuinely enjoyed doing it even though I know its not really business related haha
internship at a medtech startup; worked on a project that was implemented in like 200+ clinics in a country in Asia. I hated this because I did it last summer and I had to wake up at like 5am to join meetings as the company is based in Asia T_T
manager at a cafe. SUPER FUN OMG it took like 15-20 hours of my week every week since junior year but I loved my job. it was definitely my fav ec ever and I genuinely grew so much as a person from working. HIGHLY RECOMMEND getting a job if you can, the extra money is nice too <3
president of an interest club at my school (think like art, crochet, board games, etc) basically a club for a hobby. dont wanna be specific. but it was one of the biggest clubs in the school.
varsity LD debate. I really only debated for like freshman, soph, half of junior year but I judged a lot of tournaments and wrote cases/cut cards for my team after that. kinda hated debate towards the end.
invested money into businesses in 3rd world countries and helped them to grow/expand their profit; received high returns. I used some of my income from my job for this. didn't take much time, was mostly a side thing

Awards/Honors

diamond challenge finalist- top 50/700+ global teams (basically this is a pitching competition)
taekwondo black belt, ITF
deca state qualifier grades 9,10,11 (LOL I SUCKED AT DECA)
national merit commended (I sold on the psat bruh)
league of legends plat (dont make fun of me I literally had NO other honors)

Letters of Recommendation
calculus bc teacher- 6/10 me and him were pretty good friends id say? we would joke around and make fun of my other friend in class. he knew I was a hard worker and smart, but I wouldn't say we were super close.
apush teacher- 7/10 I actually read this one haha (she sent it to me). I really love her, and I genuinely liked apush and would participate in class to an extent. I wouldn't say its the BEST letter out there but It was decent and nice <3
piano teacher- 8/10 she has known me since I was 5 and I LOVE this woman. she is the sweetest person ever, seen me grow through the years. she also let me read her letter, so I know that it was really sweet and honestly quite beautiful.
counselor rec- 5/10 I think my counselor lowkey hated me. he was opping me so hard at the beginning of the year abt my schedule, and I had to fight him a few years ago to take bc without having taken ab calc LOL. I dont think it would have trashed me, but he has definitely written better letters for people.
Interviews
I only had a few interviews and ironically I didn't get into any of the colleges I interviewed for LMAO
georgetown- 8/10, I think me and my interviewer def clicked and I thought my responses accurately presented myself how I wanted to. he was super chill though, and he told me I would do great wherever I go <3
penn- 2/10, my interview was like 20 minutes long bruh. the guy was reading off a list of questions, he didn't really ask my like follow up questions on anything. I liked my answers for the most part but I dont think the overall interview was very good.
mit- 8/10, i REALLY liked this interview, I had a lot of really great responses and me and him clicked over liking boba lol. I also kinda gave him an idea about his professional life so maybe points for that?
princeton- 7/10, the guy was super chill and young so it was much easier to talk to him. it was kinda weird tho he emailed me asking for a photo of myself so he could recollect his memory a few days after the interview? idk man but he seemed nice and he sent me what he wrote. was kinda a mid report but not anything bad so w
dartmouth- 6.5/10, she was also young. she also just read off a list of a few questions, not really any follow up. interview was 25ish minutes and we didn't really connect although I thought I had decent responses.
Essays
commonapp essay- 8.5-9/10. it was about my relationship with a family member, and I really REALLy liked this essay. it was probably the most genuine and raw thing I've written, and I got it reviewed by a few trusted adults. one lady told me that I shouldn't submit this essay, but I felt like honestly writing anything else would not represent myself as truly as this did. im glad I stuck to my gut haha
uc essays-6/10 i hated these essays with a PASSION I hated how I wrote them, I wrote about the most BASIC things ever (like the talent essay I wrote about freaking music. like bruh every asian is gonna write about music). idk what any uc saw in these lol
supps- 7-9/10 I wrote about some really quirky shit for a lot of them, I had to grind all my rd apps the 2 weeks of winter break after getting rejected from penn ed haha. was not fun dont recommend DO UR APPS BEFORE AND DONT EGO IT LIKE ME
honestly for essays, just stay true to yourself. dont try to be someone else, dont say things because you think they will get you in. to some extent, yes you have to do that- but if you genuinely believe in yourself or something you've written, stick to your guts.
Decisions (indicate ED/EA/REA/SCEA/RD)
Rejections:

ed- penn (wharton) (got straight up rejected ed)
ea- mit (business) (deferred ea-> rejected rd)
rd- every single ivy- applied econ or business to all
rd- georgetown (business)
rd- northwestern (engineering)
rd- uchicago (business economics)
rd- johns hopkins (biomedical engineering)
rd- stanford (econ) ngl after ivy day this was my last hope and it genuinely crushed me when I got rejected haha
Waitlists:
umich (lsa/business)
nyu (stern)
ucsb (forgot what I applied for ngl)
williams (econ)

withdrew all my waitlists except for duke as I wouldn't pick any of them over berkeley.
Acceptances:

ea- texas a&m (engineeering)
ea- ut san antonio (econ)
ea- ut austin (business)
ea- iu kelley (business)
ea- uva (I applied business but I think you reapply after a year, so I was admitted to the l&s college I think)
ea- usc (business) (applied ea, got deferred, then accepted rd)
rd- vanderbilt (engineering w/ $6k stipend)
rd- ucsd (engineering)
rd- ucla (business economics)
rd- uc berkeley (got in to l&s)
rd- duke (biomedical engineering) initially waitlisted accepted attending!

Additional Information:
I know imma sound like a fuckin loser nerd typical senior who got into a t10 and suddenly has 'wisdom' but like genuinely. this process is so fucked up and weird and you genuinely dont know how tf its gonna turn out. I applied to WAY too many colleges, and ended up having to rush them all haha. I guess it worked out in the end and I would LOWKEY recommend shotgunning but If you do decide to shotgun please don't do what I did.
I was initially committed to berkeley, and at first I was super upset. I know that sounds stupid, but for someone who has had their eyes set on the Ivy League/t10's since she was 5, it was genuinely upsetting. I remember literally bawling my eyes out on the airport floor when I got all my rejections one after the other on ivy day because I was so upset haha. I understand what it feels like, but honestly after a few weeks I felt much better and was actually excited to go to berkeley (I literally JUST bought merch too LMAO). like the college you go to is really what you make of it, and yes I know its not like I was going to squidward cc, but even berkeley felt like it wasnt enough for all the blood, sweat, tears I had poured in over the years. but things happen for a reason, and I do think I would have been 100% happy at berkeley had I not gotten off the duke waitlist (I had literally 0 hope for it, I wrote the shittiest LOCI ever too LOL). I know im kind of rambling, but basically this process doesn't define you and you can and will find reasons to be happy at the college that you get into and decide to go to. I know it feels like life is ending but everything will work out eventually, even if you don't see it now. be proud of where you go, and happy that those people saw your value and wanted to admit you.
if anyone has any questions def lmk! my dm's are open <3 and if you think you know me, no you don't

submitted by throwaway091911 to collegeresults [link] [comments]

2024.05.13 01:40 Mikeypow05 SAQ VERSION 2

Can anyone let me know what answers could have been for the first saq on the version 2 of the 2024 apush exam?

submitted by Mikeypow05 to APUSH [link] [comments]

2024.05.13 01:26 IQ_Throwaway4 IQ Subtest Variance Questions with background info

I have a 7 year old child who recently took an IQ test and I have questions about the results (pictured). We are going to discuss with the tester (a school psychologist), but I wanted to get some outside opinions as well so that I'm well equipped for the conversation. This is long, so TIA for reading and commenting.
My concern revolves around the fact that the child’s subtest scores were up to 2+ standard deviations apart from one another (see below). I’m not sure if this is “normal” or if some kind of intervention needs to take place.
Some testing and personal background:
-The child started talking in full sentences at 15 months old and reading and writing before kindergarten (with no push from us).
-They are highly sociable and seem to have an above-average social awareness (doesn’t seem to be on the autistic spectrum).
-They seem to have very high executive functioning, even reminding us of day to day scheduling that might otherwise slip through the cracks (doesn’t seem to have ADHD?).
-The child is prone to anxiety and has previously suffered from severe separation anxiety and a coughing tic. The separation anxiety seems to be innate and the coughing tic appeared during the pandemic. Our family has also dealt with a lot of chronic and emergency health issues in the past 5 years (so since the child was 2 years old).
-The test was given on a Friday early afternoon with no forewarning (pretty much worst-case scenario in my mind). And the child’s other parent was out of town for work that whole week (possible separation anxiety again).
-An anecdote about schoolwork: Two weeks ago the child brought home a worksheet with 16 math problems on it. The first 8 were perfect. The next 8 answers were such gibberish that I assumed the child was just messing around and I asked them about it (non-judgmentally, I don’t really care). The child seemed offended by such a statement and claimed to have not realized. The next week the child brought home a bunch of worksheets with about 100 math problems and they were all correct, save two where the child had subtracted instead of added.
-My partner and I, as well as the child's 9 year old sibling are all classified as “moderately gifted” according to testing.
-The child and sibling have a very close relationship and play together all day long. It’s possible that some of the child’s problem-solving skills have been dampened by reliance on the older sibling. Or that any issues with said skills were masked by the older sibling’s help.
So, what should we make of these test scores? What questions or concerns (if anything) should we bring up with the psychologist?
https://preview.redd.it/lx1agdlky20d1.jpg?width=780&format=pjpg&auto=webp&s=65a64e854fe968f3cb846a7966f6856f7c231aaf

submitted by IQ_Throwaway4 to cognitiveTesting [link] [comments]

2024.05.12 20:50 Leather_Contract_602 MCQs- I’m Worried

For the MCQ section on APES and APUSH, I had a lot of sections where it’s like a bunch of A’s all close together, and then a bunch of C’s, etc. I‘m pretty sure this is a bad sign, but the answers I chose really did seem like they were obviously the right ones. Should I be worried?

submitted by Leather_Contract_602 to APStudents [link] [comments]

2024.05.12 20:31 approachenglish English Grammar Class 6 Topics Syllabus CBSE ICSE (2025)

English Grammar Class 6 Topics Syllabus CBSE ICSE (2025)
In the academic year 2025, Class 6 students across various educational boards will delve into the intricacies of English Grammar. Understanding the syllabus is crucial for students to excel in language proficiency and academic performance.

Importance of Understanding English Grammar at an Early Age

Grasping English Grammar concepts at a young age lays a strong foundation for effective communication and academic success. Early exposure to grammar aids students in writing coherent essays, improving comprehension skills, and achieving higher grades in exams.

Topics Covered in Class 6 English Grammar CBSE, ICSE, Other State Boards (2025)

In Class 6 English Grammar syllabi for 2025, CBSE, ICSE, and other State Boards cover the following grammar topics:
1: The Sentences
2: Subject and Predicate
3: Nouns
4: Singular Plural Nouns
5: Gender
6: Nominative Accusative Possessive Case
7: Pronouns
8: Verbs
9: Modal Auxiliaries
10: Adjectives
11: Degrees of Comparison
12: Adverbs
13: The Simple Tense
14: The Continuous Tense
15: The Perfect Tense
16: Phrases and Clauses
17: Prepositions
18: Conjunctions
19: Articles
20: Subject Verb Agreement
21: Active and Passive Voice
22: Direct and Indirect Speech
23: Punctuation Marks and Capital Letters

Overview of CBSE and ICSE Syllabus for Class 6 English Grammar

Comparing the syllabi provided by CBSE and ICSE reveals similarities and differences in the focus and structure of English Grammar education. While both boards emphasize language skills development, CBSE tends to have a broader approach, covering reading, writing, and grammar, whereas ICSE places more emphasis on language proficiency and composition.

Detailed Breakdown of CBSE Syllabus

CBSE's syllabus for Class 6 English Grammar includes comprehensive coverage of reading skills, writing skills, and grammar concepts. Students engage in activities such as comprehension passages, essay writing, and grammar exercises to enhance their language proficiency.

Detailed Breakdown of ICSE Syllabus

In contrast, ICSE's syllabus focuses on language proficiency and composition, with an emphasis on literary analysis and creative writing. Students explore various literary genres, practice writing different types of compositions, and delve into advanced grammar concepts.

Key Topics Covered in Class 6 English Grammar

Key topics covered in Class 6 English Grammar include parts of speech, sentence structure, tenses, punctuation, and comprehension skills. Mastering these topics is essential for effective communication and academic success.

Tips for Effective Learning of English Grammar

Students can enhance their grammar skills through regular practice, active reading, writing exercises, and seeking feedback from teachers or peers. Utilizing online resources, grammar apps, and participating in grammar games can also facilitate learning.

Resources for Further Practice

Additional resources such as websites like approachenglish.com, grammar books like "Wren & Martin," and online platforms like Grammarly provide students with opportunities for further practice and consolidation of English Grammar skills.

Conclusion

In conclusion, understanding the English Grammar Class 6 Topics Syllabus CBSE ICSE (2025) is paramount for students' language development and academic success. By mastering grammar concepts, students can communicate effectively, excel in exams, and prepare for future opportunities.

Get the Class 6 English Grammar Book

submitted by approachenglish to u/approachenglish [link] [comments]

2024.05.12 19:01 lambchopsuey Deconstructing the "discussion meeting" performance - "the staged character of discussion meetings" - illuminates why SGI is failing and how far it has deteriorated

This analysis comes from Cults and Nonconventional Religious Groups: A Collection of Outstanding Dissertations and Monographs, "Shakubuku: A Study of the Nichiren Shoshu Buddhist Movement in America, 1960-1975", David A. Snow, 1993, pp. 171-179.
I'll try to shave it down, because it's a long section, but he masterfully dissects the manipulation and artifice involved in the "discussion meetings" of then-NSA (now SGI-USA). You'll recognize the fakery he identifies - this is the nature of the Dead-Ikeda-cult SGI, a completely dishonest and exploitative cult.

It is at these discussion meetings, then, that NSA gets on with the real work of promoting and securing nominal conversion, of attempting to get recruits to take the first major step toward conversion by agreeing to receive a Gohonzon and to give chanting a try.

In those days, the nohonzon was issued up front (for a fee, of course - cash on the barrelhead).

And since gaining converts is, in large part, what this movement is all about, "nothing is more basic to the activities of NSA," as noted in the Winter edition of the 1975 NSA Quarterly, "than the discussion meeting." Or, as one district leader emphasized when discussing the importance of these meetings: "Discussion meetings are indispensable to the spread of the practice and the attainment of Kosen-rufu."

If you've ever felt confused at how sitting around someone's living room with the same bunch of losers month after month is doing anything toward the SGI's supposed goals of "world peace" or anything at all, actually, besides wasting the participants' time, I think what's described here will make it clearer what the original intent and purpose of these "discussion meetings" was, AND how far from that the current SGI "activities" have fallen.

The Character and Organization of These Meetings from a Sociological Standpoint
Given the purpose and importance of these discussion meetings, the question arises as to how they are organized and brought off in a strategic manner. In other words, what is the underlying strategy guiding this work of securing nominal conversion, and what are the kinds of tactical adjustments made at the line of scrimmage when the plan of attack does not appear to be advancing the group toward its goal of getting guests to agree to give chanting a try.

It's not enough that the "guests" say they'll try it; by the end of this ordeal, they'll say absolutely anything to get themselves to the other side of that door! What they really want is enough interest and desire on the part of those "guests" that they'll come back - and ideally become regularly attending members (as described in this indoctrinational creative writing fiction where a career Catholic priest is so entranced with the fictional (non)discussion meetings that he JOINS the SGI!! You'll notice that there is never any room within SGI to even mention one of THEIR SGI leaders who joins a Baptist church, for example, much less to celebrate such a stepping-out-of-line. But it's always FINE for other religions' leaders to see the obvious superiority of the SGI, knowmsayin?

In order to answer these question [sic] in a sociological manner, let us step out of the shoes of a guest and into those of a sociological [sic] with insiders' knowledge.
The Strategy of Theatrical Persuasion. Although members and the movement's literature like to characterize these meetings as being forums for free and open discussion and the spontaneous expression and flow of happiness and excitement, they are a far cry from gatherings characterized by spontaneity and unstructured discussion and interaction. Rather, they are meticulously planned and highly orchestrated meetings that can be best conceptualized, from a dramaturgical perspective, as theatrical-like presentations staged and conducted by a set of individuals (NSA members) who not only work together as a team but whose intimate cooperation is expected and required in order to foster and sustain a convincing impression or definition of the situation in the eyes of the audience (the recruits or guests).
Although the staged character of these meetings is seldom readily discernible to the unsuspecting guest, the appropriateness of conceptualizing these meetings in this way is suggested by the following considerations. First, the purpose of the meeting, as already indicated, is to sell guests on the idea of chanting, to so impress them that they feel compelled to give this practice call [sic] chanting a try.
Secondly, there is a division of labor such that all members have one or more roles to play. These various roles include the leadership role, the role of emcee, a general, overarching supportive role, and several more specific supportive roles, such as the role of giving an explanation of what NSA is all about, the role of a song leader, and the role of giving testimony. And even more significantly, members are provided with fairly detailed instructions, or, in the language of the theater, with scripts indicating what each role involves and how best to perform or play it.

There's a list of these roles. At the discussion meeting planning meeting, the attendees go down the list and simply plug different members' names into the worksheet.

The main leadership role, assumed by the district chief or, in his absence, the assistant district chief, includes, for example, the tasks of leading the chanting in a vigorous manner, conducting the question-and-answer session, meeting with each of the guests, and providing an inspirational role model for the other members. In performing these tasks, the leader is reminded that rather than putting on the air of a great sage, he should make a point of displaying great vitality, warmth, and compassion. Furthermore, he is expected "to be able to give clear explanations of the philosophy and practice," and is instructed to "always tailor his answers and encouragement to the audience."

Answers should always be tailored to the audience. If the guests are young, then the answers should include examples they can relate to. If the questions are too mystical or one-sided, the leader must have the wisdom to change the subject or break off the question-and-answer period diplomatically.

Blanche described how in her first district, the WD District leader instructed everyone that, if someone in the meeting was going on too long or rambling or whatever, that they should just start clapping wildly and shouting, "Congratulations!!" and then the MC would just move on to the next topic on the agenda. Reeeeal "spontaneous" there...

The emcee role is also regarded as particularly important, so much so that "the success of the meeting" is said to be contingent on how well it is performed. In fact, "so much depends on the emcee" that the discussion meeting is described for him as "a battleground in which he must struggle to bring victory to the members."

Barf. How far SGI has fallen! Now the goal is to see if there's some young teen in an SGI member's family who can be press-ganged to show up and read the agenda - their youth in and of itself is supposed to "encourage" everyone! Forget about all that "struggle" nonsense - they aren't gonna. This illustrates the SGI's current "form over function" approach, in which they just identify someone and pressure that person to do it, rather than the ideal candidate volunteering from a spirit of...oh, whatever - see above paragraph 🙄 Ideally, there would be SEVERAL young people positively brimming with passion and youthful energy who would be vying to be chosen: "Me! Let ME do it this time!" "No! ME!" "Choose ME!!" Instead, now it's just some tired old fart who agrees to do it, just to get this over with and there's no one else.

Specific responsibilities include setting "the gears fo the meeting in motion" and keeping the meeting going in a rhythmical and orderly manner.

You have to wonder just how crazy they envision these (non)discussion meetings might go - will a spontaneous rave break out if it isn't carefully controlled? An unpermitted parade? A frenzy of liturgical dance?? WHAT might happen??? Enquiring minds want to know!!

The emcee must develop the ability to keep the rhythm of the meeting going by making sure that there are no pauses or interruptions. If someone is causing a disorder, he should quiet the person in a polite manner. If a baby starts crying, he should see to it that either the mother or one of the young women at the meeting takes the child to another room to calm it down.

Gendered. Misogynist.

The emcee is also charged with being "the eyes and ears of the person leading the meeting."

Before and during the meeting, he should watch guests, be on the lookout for disruptions, and in general, be aware of everything that's happening. He should inform the person leading the meeting how many guests are present and whether they are young or old, so the leader can set the rhythm of the meeting accordingly.

Yeah. NO 😄 WOW but it's been a LONG TIME since any SGI sales pitch-based recruiting session - I mean discussion meeting - had any characteristics that would fit the above instructions. Just no way. Not now. Now, it's the same old handful of longhaulers dragging themselves in to go through the motions - as usual. By rote.

In addition, the emcee is expected to talk, act, and appear in a manner that displays or exudes strength, confidence, vitality and neatness.

The emcee must speak in a vigorous, strong and clear voice, but not screaming. The way he sits, stands up and moves the table must display confidence.

This was when a small table would be moved in in front of the person who led gongyo, who would turn around to face the group. This is of course a Japanese norm, completely foreign to Westerners. How many people outside of Japan even have a low table like that, designed for someone who's sitting on the floor??

In fact, he should stand up smartly whenever he is talking. As for appearance, he should reflect the image of NSA - clean and neat clothes and personal grooming.

It has been a LOOOOOOOONG time since ANY SGI district could insist on these requirements! Now they're just lucky if they can get anyone younger than retirement age to read the agenda off, and the agenda is often handed to them right there at the meeting itself - fuhgeddabout all this "advance preparation" nonsense. Nothing happens at the SGI discussion meetings, so nobody's going to go to this much trouble just because.

And finally, the emcee is instructed to have the details of the meeting worked out and the setting in order before the meeting begins.

...as opposed to showing up and being handed a printed agenda to read off as SGI does it now.

The emcee must have a plan for the meeting. He should write up a schedule showing who will give the explanation, what songs will be sung, who will give experiences and so on, and present it to the leader at least two days prior to the meeting. The emcee must prepare for the meeting. He should check to see if the meeting place is clean and neat, that all lights work and there is an appropriate meeting table. Most of all, he should do Shakubuku for the success of the meeting.

Oh, like any of that's gonna happen! 🤣🤣🤣🤣🤣🤣🤣🤣🤣🤣🤣🤣
Yes, things were VERY different back in the late 1960s-early 1970s, when the SGI organization in the US was still growing. As you can see, all this has been tossed right out the window.
A couple of items:

"the leader" - this was when the leader of the local district organizational unit (typically the MEN's leader) would assume the leadership role for the "discussion meeting". This was replaced with a "central figure", an invited "SENIOR leader" who would agree to attend and serve this "leader" function. The invited SENIOR leader would typically lead gongyo and preside over the proceedings - that's more how these meetings are arranged now.
that "Shakubuku" in the last sentence? It strikes me wrong somehow. Sure, that'd be great and all for EVERYONE to bring a "guest" (#SGIGOALZ of course) but I think that having the person CHANT for the success of the meeting would be a more reasonable assignment. Also, how could the MC properly shepherd their "guest" and STILL do all that MC stuff single-mindedly??

In fact, you can see a newly promoted leader doing exactly that, "chanting for the success of the meeting", here, from this same time period (early 1970s).
It's been a LONG time since any of this was happening, and you can clearly see in today's (non)discussion meetings how far things have deteriorated - and that's JUST the MC part! There's a bit about the demands on the members of the group - I'll skip to just this part:

As one district chief explained during a planning meeting for senior and junior leaders within the district and which I was invited to by one of my key informants:

Make sure to tell your members to chant in rhythm with the leaders. There shouldn't be any more than one rhythm. Everyone should be together so that there is unity. And remember to have them support the leader in whatever he says; the guests won't know whether he is right or wrong. So even if you don't agree with what is being said, act as if you do. this [sic] way there is unity at the meeting and the guests will be more impressed.

Wow, huh? It's completely dishonest and oriented entirely at flimflamming and bamboozling the "guests"!
Next there's a big section on "experiences", but I'm going to give that its own post because it's a WHOLE topic on its own. Hopefully today! But Ima skip ahead a bit, to p. 177:

A fourth indication of the staged character of discussion meetings is provided by the fact that planning meetings are held at both the district and chapter level for the purpose of discussing how to improve discussion meetings and make them more successful. Although rank-and-file members (those who have not attained that status of a junior or senior leader) are not normally invited to these planning meetings, I was able to attend several of them at the invitation of both my district chief and a junior leader who was one of my key informants.

SKULLDUGGERY!! 💀

It was during these planning meetings that I became deeply sensitized to the highly orchestrated and dramaturgical character of not only the discussion meetings but of NSA's overall operation.

At this point it's important to remember that "dramaturgical" means "relating to the art or the theory of writing and putting on plays, especially for the theater" - it's all putting on a show to manipulate the unwitting guests in order to trick them into transforming into new recruits. It's ALL fake - just a façade to fool the uninformed.

A fifth consideration suggesting that staged character of discussion meetings is the fact that much of what members do and say, both verbally and nonverbally, during the course of a meeting is to appear natural and spontaneous rather than artificial and contrived.

They try. Unconvincingly.

In other words, these meetings are not to appear as staged performances or as the product of dramaturgical cooperation. This concern is evidenced by the emphasis placed on exuding sincerity and responding to calls from the emcee and to what the leader says and does with alacrity and enthusiasm. It is also suggested by some of the rituals engaged in by the emcee, as when he scans the gathering after he has called for an experience so as to foster the impression that whom he calls is a spontaneous decision rather than one that has been pre-arranged, as indicated by the fact that those called on are already listed on his meeting agenda and by the fact that members frequently know beforehand whether they will be giving an experience.

This fakery apparently was dropped decades ago; in current SGI (non)discussion meetings, not only is the person acknowledged by name as delivering/"sharing" an "experience", but the person often has it written out on a piece of paper they semi-read off.

But none of this is evident to the guest.
Rather, what transpires - who gives the explanation, who gives testimonies, and so on - is staged in such a way that it all appears as if it is spontaneous and independent of prior planning, negotiation, and decision-making among the members. As a consequence, it seems reasonable to suggest that NSA in general and the district members in particular have something of the character of a secret society.

Only without any special perks or sexiness.

This is not particularly surprising, however, when considering the nature of theatrical-like teamwork. As Erving Goffman noted in his seminal discussion of this kind of work:

... if a performance is to be effective it will be likely that the extent of cooperation that makes this possible will be concealed and kept secret... The audience may appreciate, of course, that all members of the team are held together by a bond that no member of the audience shares ... But (the members of the team) form a secret society ... insofar as a secret is kept as to how they are cooperating together to maintain a particular definition of the situation.

This will all be very familiar to the people trying to recruit new suckers into MLM schemes/scams, too.

The sixth and final consideration suggesting the appropriateness of viewing these meetings from a dramaturgical perspective is the fact that they do not "go on" unless there is an audience, that is unless guests are in attendance.

Before Ikeda was excommunicated by Nichiren Shoshu and transformed the SGI into his own personal worship society, there was a certain "rhythm" to the year. February and August were "Shakubuku Months", and there was an "introductory meeting" scheduled every week. If it came to meeting start time and there was no "guest", the meeting was halted and everybody was sent out to try and find something with a pulse to drag in, at which point the meeting would proceed:

When I first discovered this I was somewhat startled, for I had assumed that these meetings were conducted in their entirety regardless of the presence or absence of a new face. But as I learned one evening, this is not the case. Following the chanting session on this particular evening, the leader emphasized that since these meetings were for guests and none were present, we would have to go out and round up one or two. So the members in attendance were divided into Shakubuku teams and sent out in search of prospects. Although three of the four teams returned empty-handed, one had managed to corral a single guest. But one is all that is needed; and so the formal meeting began as usual.

For "formal meeting" read "sales pitch". By the late-1980s, perhaps earlier, instead of being every discussion meeting, this format was restricted to the "introductory meetings" during the Shakubuku Months. However, he's describing something that happened every single time. No meeting unless a "guest" was present.

During my tenure as a member I saw this particular scenario re-enacted on four different occasions, and on one occasion we were sent back into the streets three times in succession. Around 8:30 p.m., after the third try and with one guest in hand, the show finally got on the road.

The author describes himself as "an active participant observer for nearly a year and a half".

Perhaps even more illustrative of the theatrical character of these meetings and the fact that they are staged for guests is the following course of events that transpired one evening during a meeting I attended:

Although no guests were present when the chanting began, a young couple came in toward the end of the chanting session and situated themselves on the floor at the back of the room. But apparently the emcee didn't notice them; for upon completion of the chanting session he didn't jump up and yell out: 'Welcome to a vigorous and happy meeting of the [name here] District of NSA!' But the district leader, who had apparently seen this couple come in, punched the emcee in the ribs and whispered that some guests were present. And so this member immediately assumed his role of the emcee and proceeded as usual by springing to his feet, putting on a big smile, and blurting out, 'Welcome to a vigorous and happy meeting of the [name here] District of NSA!'

"Vigorous and happy" 🤣

In light of the foregoing considerations and observations, there seems to be little question about the appropriateness of conceptualizing NSA discussion meetings as "shows" or presentations staged by the members, who constitute a performance team, before an audience composed of recruits or "guests".

This was what was going on BEFORE Dickeda swanned into the US in 1990 and "changed our direction" - because of what Sensei did, the bottom fell out of the discussion meetings. Instead of weekly meetings, Dickeata dictated that these meetings would only happen monthly from now on - and of COURSE Die-Sucky Scamsei's word is LAW in his own cult of personality, where the membership follows a PERSON instead of any "law". Post-excommunication, at the (non)discussion meetings I attended, there was at least one guest every single time, but they never came back. The ONLY person I saw join post-excommunication was a formerly homeless woman with two small children who had moved in with an SGI member (who had unethically selected her at the abused-women's shelter she was living at, where he volunteered computer classes for the residents). She was able to see it didn't work; she ended up quitting.
Now what SGI-USA is left with is an ever-shrinking membership of mostly Baby-Boom generation and older individuals who mostly joined during the time period described in this study. SGI has completely lost what vitality it once had; now it's simply waiting around for the grave - and oblivion.

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2024.05.12 09:33 ClassyWaiter737 Any useful study tips to share?

It doesn't matter what school you're in, what level you're at, what exam you're studying for or what subjects you study, anyone wanna share study tips that worked for you or mistakes to avoid when studying so we can all prepare for the june holidays grind? 😭
here are some that worked for me: tips:

flashcards are actually quite effective for memorization. i prefer physical ones instead of virtual ones so you don't get tired from looking at your phone or distracted by other stuff on your phone and its also a fun way to memorize stuff, they are more portable so like I can read them on the mrt or when im walking on my treadmil and they are not so wordy compared to A4 paper notes. The only bad thing is they take a long time to prepare and make so sometimes i buy the colored plain paper flashcards so i dont have to waste time cutting paper. Flashcards helped me for my final physics test in sec 4 to memorise a few concepts at the last minute but of course dont make flashcards like one week before your exam
i sort all my worksheets into 3 piles. first pile is for useless worksheets like those fun activities or reflections kind, second pile is for notes, third pile is for questions to attempt with answers at the back.
actually get 9 hours of sleep or more if u can, like what lily from nmixx said "8 hours of sleep isnt enough and you'll ruin everything u worked for" (her words not mine). like if its like 10pm and u legit cant think of anything to do just go to bed early
go Google and just search for something you're learning for further reference to online resources like those educational youtubers, you'll also learn better that way instead of watching other youtube content or doomscrolling.

mistakes:

rewriting notes isnt as effective as just memorising them. i sometimes still have this bad habit of rewriting notes again and i spend so much time making spare copies which I could have used memorising the notes instead which would be more helpful

soooo if anyone got any tips or mistakes can share in comments? thanks in advance and jiayous guys we'll get through this together ✨✨✨

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