if you’ve just learned the news, i’d recommend taking a day or two before coming back to this article. there’s some advice i want to impart, and i want you to be in a more positive, receptive mood.

two days later…

okay, so you’re in a slightly better mood. the world hasn’t stopped spinning, and your entire life hasn’t fallen apart around you.

the first thing i want you to know is that failing a high school class is something that you can fix! yes, it is true. as a teacher, i helped many students repair their grades, gpas, and chances for college admission success. so if you’re ready to be proactive, let’s get started!

make-up work

based off my experience in the classroom, i know that most students who fail a class do so in the fall semester. why is this the case? well, whenever you learn new material, there are going to be new challenges, some of which you will find extremely difficult (if not impossible) to overcome. in fast-paced classes, it becomes all too easy to fall behind. mix all of that together, and you get an f on your report card.

anyway, if you have failed the first semester of a class, there is always the chance your teacher will let you do make-up work. basically, you have the opportunity over winter break to complete a series of make-up exercises. when you return for spring semester, you take an exam to demonstrate that you are proficient in the material.

though working over winter break may not sound too appealing, make-up work is the best way to repair your grade. in my experience, it is the least stressful for students, and produces the best results.

so if you’re finishing up the fall semester, and expect to see an f on your report card, go to your teacher and ask about make-up work. he or she may say no. after all, rules and regulations are different everywhere. the following two options (or maybe just the final one) may be the only ways to repair your grade.

2^nd semester redemption

another option is known as ‘2^nd semester redemption’. my school used it mainly for students who had ‘barely’ failed a class, as in earning a 65-69. if this was the case, the student signed a contract stating that he or she was willing to work smarter in the spring semester. if the spring semester grade and fall semester grade averaged out to a 70 or above, the teacher would change the grade for the fall semester.

problem solved.

this, too, provided decent results for students. students who failed in the fall had a good reason to do better in the spring. yet there was a drawback –- the stress/fear of failing again. teens are already stressed out enough, which in my experience leads to a self-defeating attitude. ‘i failed in the fall. i just fail again in the spring. why should i even try?’ though this sentiment was expressed by students in a variety of ways, it is an attitude to actively avoid. skip down to ‘making sure failing a high school class never happens again’ for tips about creating a better academic mindset.

last but not least, we have (drum roll, please)…..

summer school

yep, there is always the old standby of taking summer school. i am a bit biased against the idea of summer school. due to the short time frame, the courses rely heavily on rote memorization, worksheets, and not the most motivated teachers. i know there are exceptions, but to be honest, i wouldn’t bet on it.

yet if summer school is the only option your school district offers, take it as a gift, even if it may not feel like one. besides showing up and working hard, here’s an extra piece of advice. if you feel that your teacher is going too fast, make sure to let him or her know that right away! you need to make your voice heard if you’re having any difficulty whatsoever.

making sure failing a high school class never happens again

this section is all about what you do after repairing your grade, no matter how you did it. in short, after taking a well-earned sigh of relief, it’s time to make a game plan for the future.

like football players watching the game tape after a devastating loss, you should examine the past to determine why you failed. was it because the teacher was going too fast? was it because you’ve struggled with the subject all your life? was it because of a health issue such as not having glasses to read the board/presentations? was it because (and i hate to say this, magooshers) you were lazy? was it a mix of reasons?

once you’ve figured out the cause(s), it’s time to come up with a solution that will help you pass future classes. as i don’t know your specific situation, here’s some advice that can help just about everyone who’s bouncing back after failing a high school class:

• ask your teacher to help you take better notes.
• ask your teacher about the best ways to organize your notebook/folder.
• ask questions in class when you feel unsure about something. (this one is huge!)
• get your eyes checked. (you wouldn’t believe how many people don’t know that their vision is terrible.)
• research online tutoring resources. (one of the largest is khan academy. note: this service also helps students prepare for the sat free of charge!)
• if you or your family has the money, consider hiring a professional tutor. (see my article on choosing an act/sat tutor for some tips on how to find the tutor of your dreams.)

final thoughts on failing a high school class

hopefully this article has taught you that all is not lost after failing a high school class. the opportunities are there. you just need to reach out and take them.

till next time, magooshers.

the post i’ve failed a high school class! now what? appeared first on magoosh blog | high school.

today i want to talk to ell students getting ready for the sat/act. i’ve come up with a lot of tips and tricks that will not only help you earn a higher score, but improve your skills in the english language. so if you’re ready, let’s get started.

the power of books

back when i taught, many of my native english-speaking students struggled with english. why? they didn’t read much of anything. sometimes it was because their parents didn’t encourage reading. other times it was because they found reading difficult and just gave up. the result was always the same: their reading and writing ability was way below grade level.

the advice i gave them is the same advice i now give to you: find a few good books and read them. what’s a good book? anything you want. besides enjoying the story, your mission is to pay attention to how the book uses the correct rules of english. here are a few guiding questions to keep in mind as you read:

• where does the author use commas?
• how does the author use pronouns?
• what connecting words and phrases does the author use?

but when it comes to ‘must have’ books for improving your english, there is one not to miss…

the elements of style

the elements of style is a short, easy to read english guidebook. as you review missed english questions on sat/2022世界杯入门名单s, have the elements of style on hand to review important lessons. the book is also a great companion when completing homework.

pay attention to feedback

if you’re an ell student, it’s likely that your assignments in english class come back with a lot of red ink on them. first of all, it’s okay to feel frustrated, especially if you’ve been trying really hard to improve your writing.

here is what you should do. after making corrections, go to your english teacher for help. your teacher may not have enough time to go over everything with you, so here is something you can say:

“please help me with the two biggest problems in my writing.”

by focusing on your biggest problem areas, your writing (and score on the sat/act) should improve. once you’ve mastered these areas, get help in others. it’s a slow process, ell magooshers, but it’s the only process that works.

memorize the format and directions of the sat/act

whether you’re taking the sat or act (or both), it’s good to memorize the format and directions. why? first of all, you will save precious seconds during the test by not having to read the directions. remember: every second counts, especially if you’re a struggling reader.

besides seconds, your brainpower is another precious resource. by memorizing the directions and format, you can jump right into the questions when each section of the sat/act begins. most importantly, your stress will be less.

final thoughts for ell students

the tips and tricks in this article are only a few of the things you can do to get ready for test day. please ask your english teacher for more advice, as he or she knows you as a person as well as a student.

till next time, ell magooshers.

the post what english language learners can do to prepare for the sat/act appeared first on magoosh blog | high school.

everyone has their own roadblocks to standardized test success. yet in my experience behind the teacher’s desk, i learned that students with individualized education plans (ieps) have extra hurdles to overcome. in this article i want to give students with ieps some essential information they should know before any standardized test.

general advice

as you may already know, ieps guarantee that you will have some modifications when it comes to standardized tests. whether it’s extended time, or taking your test in a smaller setting, these modifications exist to help you reach your true potential.

here’s my first piece of advice, no matter what modifications your iep allows you. pay close attention to how you modifications affect your performance on the tests you take in different classes. you are the one in charge of your iep. only you can determine if these modifications are helpful. if something isn’t working, let your special education teacher know right away.

why stress self-advocacy? first of all, it’s the most important skill for students with ieps to have.  i want to make sure that if you need to make adjustments to your modifications, they happen before you take other high-stakes standardized tests mentioned in this article.

act/sat

so let’s say that by the time you take the act/sat, you have the correct modifications to your testing experience.  these modifications will certainly go a long way in leveling the playing field between you and your non-iep peers. even so, there are other things to consider when it comes to preparing for the act/sat.

most important: as you prepare for act/sat test day, you must do so using the same modifications you will receive on the test. if you have a test prep book, for example, ignore the instructions that will not apply to you on test day. if your iep gives you time-and-a-half, use it on your practice tests. if you will take your act over multiple days, take practice tests over multiple days. it’s that simple.

state tests

in many states across the country, final exams in high school classes are tests developed by the state. these high-stakes standardized tests not only determine whether or not you pass a class, but they also evaluate your teachers’ success in the classroom.

for you, expect the same modifications to your state tests as those you had on the act/sat. state tests tend to be shorter, meaning that it is unlikely you will need multiple days to finish a single test. though good news, there are a few other things to keep in mind as state tests approach.

the most important thing to keep in mind is that state tests come during a hectic time: the end of the school year. for students with ieps, the fear of failure can be greater than that of their non-iep peers. also, modifications such as extra time can lead to worry about time management. for example, will there be enough time to finish an important project in another class?

during this time, remember that modifications exist to help you. also, your other teachers are required by law to accommodate your needs if extended testing means you miss a class period or two.

final thoughts

well, iep magooshers, i hope you feel a bit more reassured about standardized tests. let your voice be heard, and you are sure to test to your potential.

till next time.

the post standardized test advice for students with ieps appeared first on magoosh blog | high school.

such was life. for you, i’m sorry to say, there will be teachers who don’t connect with you at all.

but that doesn’t mean you have to have a bad relationship with a teacher. you’re not destined to get a bad grade (or worse, fail). no matter what, there are ways to create a positive student/teacher relationship that will make you and your teacher better people for it.

in this article, we’ll look at the student/teacher relationship from a few angles. we’ll start at the beginning of the year. we’ll examine at what happens when when you and your teacher mix like oil and water. finally, we’ll discuss how to keep a good relationship going. so if you’re willing to stick with me over the next few paragraphs, i’ll teach you how to make every teacher your ally.

the emotional piggy bank

having a good student/teacher relationship doesn’t mean sucking up to your teachers 24/7. every relationship has give and take. back at the school where i taught, we called this the emotional piggy bank. good/positive acts were ‘deposits,’ while slip up of all shapes and sizes were ‘withdrawals.’ in the smallest of nutshells, having a positive student/teacher relationship means having more ‘deposits’ than ‘withdrawals.’ of course, the emotional piggy bank goes both ways. if your teacher loses his/her cool, makes mistakes, or does other things that irks you, think about it in terms of all of his or her actions before passing any judgment.

now let’s talk about the academic year, and what you can do to create a good student/teacher relationship will all your teachers.

the beginning of the year

the beginning of every school year is a new chance, a new opportunity. there are new classes, new peers, and new teachers. and with like just about everything else in life, first impressions count…for a lot.

so it’s the first few days of school, and you’re wondering how to make a good impression. here’s an easy to remember tip. if your teachers give you classroom supply lists, make sure to have your supplies by the deadline (usually a week into school). if you or your family has financial or other issues making obtaining supplies difficult, let your teachers know asap!

yet if you want to get in your teachers’ good graces, feel free to make a few extra ‘deposits’ early on in the year. for example, if a teacher has an optional classroom supply list (paper towels, purell, etc.), bringing in a few of these items will create a positive impression of you in your teacher’s mind

bridging the divide

uh oh. something went wrong. maybe you swore in class. maybe you’ve been tardy one too many times. maybe your personality and your teacher’s personality are exact opposites. no matter the reason, sometimes it feels like you and your teacher will be at one another’s throats for the rest of the year.

fortunately, this doesn’t have to be the case. first of all, repairing a relationship isn’t completely your responsibility. like i already said, the relationship road goes both ways. even so, i’d recommend that you take the first steps.

if you did something wrong, the first step is to apologize. i’d recommend doing this before or after school, when your teacher can focus his or her attention on what you’re saying.

if your teacher did something wrong (or your personalities don’t match), first give him or her the benefit of the doubt, especially if his or her emotional piggy bank has way more deposits than withdrawals. yet if that’s not the case, let another adult know, preferably your school’s guidance counselor.

sometimes, no matter who caused the friction in your student/teacher relationship, a meeting may have to take place. you and the teacher will be there, an administrator will be there, and likely your parents/guardians will be there. don’t let the number of adults in the room scare you off. the point of these meetings is to figure out what would be best going forward. after all, no one wants you to fail or drop out just because of a personality conflict.

the meeting will result in things you and your teacher can do to move forward. the best thing to do is take your parent’s/guidance counselor’s/principal’s advice and move on. hopefully your teacher will do the same.

after that, it’s all about the emotional piggy bank, not being a perfect student. remember that and you’re golden.

keeping a good relationship good

besides maintaining your ‘deposits’/’withdrawals’ in the emotional piggy bank, there are a few other things to keep in mind as you maintain a positive student/teacher relationship.

one thing to remember that despite how good of a rapport you have with any teacher, he or she is still your teacher. if you forget this, any act of criticism or discipline can feel like a huge betrayal. case and point: when my ap european history class got a little too rambunctious, our teacher (a great guy who was the reason i went into teaching) plainly stated that, “i’m not your friend, i’m your instructor.” those words hurt…a lot. but when i became a teacher, i understood exactly what he meant.

as a teen, it’s just difficult to understand the fine line between friendship and friendliness. the latter is great in a student/teacher relationship. the former? well, if you haven’t graduated yet, it’s kind of impossible. (and completely unprofessional from the teacher’s side.) that being said, it’s good to learn these lessons as a teen. many of the professional relationships you’ll have in life will have the same dividing line.

final thoughts on a positive student/teacher relationship

creating and maintaining a positive student/teacher relationship takes a lot of work, yet the payoff is worth it. there will be less stress in your life, and more adults you can turn to if something goes wrong or your need advice.

well, magooshers, i hope your relationship toolbox is a bit fuller from having read this article.

till next time.

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yet when it comes to countries and their governments, these two little words make all the difference. there are countries (like the u.s. & u.k.) that follow the rule of law. and there are other countries (like china) that rule by law. changing one word changes an entire country’s political system.

if you are captivated by democracy, dictatorship, and everything in between, there is no better course than ap comparative government and politics. in this course you will study a handful of modern countries to uncover how their various governments work. like any ap course, the end of the year means the ap exam. in this article i’ll take you through everything you need to know for exam day. if you get to the end and still have questions, make sure to check out the college board’s official website for ap comparative government and politics.

note: this article accounts for the latest revisions to the ap comparative government and politics exam (fall 2014). students studying for the ap comparative government and politics exam should only reference study materials published after this date.

how you’re assessed on the exam

ap comparative government and politics is a smorgasbord of information. there’s a little history. there are some rules and concepts. current events play a big part of the course, too. throughout the year your teacher will cover six broad topics from the following curriculum outline. below are the topics, some of the content contained within each, and the percentage weight each one has on the ap exam. the following is in no way a study guide, but an introduction to what you will encounter leading up to exam day.

1. introduction to comparative politics (5%)
   1. basic concepts
   2. purpose of government
   3. ways to organize government
2. sovereignty, authority, and power (20%)
   1. nations and states
   2. supranational governance
   3. constitutions
   4. economic systems
3. political institutions (35%)
   1. levels of governments
   2. leaders of government
   3. legislatures/parliaments
   4. elections
   5. political parties
   6. bureaucracies
4. citizens, society, and the states (15%)
   1. the role of media
   2. social movements
   3. civil society
5. political and economic change (15%)
   1. revolution and war
   2. trends of political and economic change
6. public policy
   1. social welfare
   2. migration
   3. how policy making decisions are made

successful time management

in this section i will break down the length of the ap comparative government and politics exam, and offer suggestions on how to make sure you successfully finish each section. first a piece of recycled advice from my act articles: take multiple timed practice exams to become familiar with the exam’s format, content, and pacing. for students will a college board account, a full-length practice exam is available for you to take right now.

section i: multiple choice (55 questions, 45 minutes, 50% of exam score)

okay, so you have 52-ish seconds to answer each multiple choice question. to finish on time, you need to complete five questions every four minutes.

each multiple-choice question is ‘stand alone.’ there are no groups of questions that ask about a common image or primary source document. however, some of the questions in section i will ask you to analyze a graph or chart.

if you’re taking ap comparative government and politics, i bet you’ve already taken your fair share of high-stakes standardized tests. even so, check out my article on act time management. the article goes over some simple tips and tricks that you can’t afford to miss on exam day.

another thing to remember is that like all ap exams, on ap comparative government and politics there is no penalty for guessing. that’s right; no points are deducted for incorrect answers. why is that good for you? well, if there is a question or two where you get stuck, there is no shame in guessing and moving on. just don’t leave any questions blank!

break (10 minutes)

break is an important time during any ap exam. yet even for a two-hour exam like the ap comparative government and politics, you’re only at the halfway mark. go to the bathroom, drink a little water, and don’t forget to eat something. there’s a lot of writing coming up, and you’re going to need some fuel to finish strong.

section ii: free response (8 questions, 100 minutes, 50% of exam score)

okay, so you have an hour and forty minutes to answer eight questions. but not all of these questions are created equal. here is the breakdown for section ii:

• five short-answer questions (30 minutes)
  • these questions will ask you to identify, provide examples of, or contrast different concepts and terms.
• one conceptual analysis question (30 minutes)
  • this question will ask you to apply learned concepts to identify and explain the relationship and implications of politics and policy.
• two country context question (40 minutes)
  • these questions will ask you to apply concepts to analyze one of the countries studied throughout the course.
  • fyi: these countries you will study are nigeria, iran, china, russia, united kingdom, and mexico.

as you practice section ii, make sure to account for the time you will need to read questions, analyze material, and outline longer answers.

section ii pro-tip: if you’ve taken multiple timed practice tests, and are comfortable with time management, try to squeeze in the last 2-3 minutes to review what you wrote. ap exams are stressful experiences, and all the pressure might make you leave out something important, even if you know the material. having time to review means the opportunity to catch and fix mistakes.

test content: section i (multiple choice)

because the exam hasn’t changed in over two years, many multiple choice questions from previous years’ ap comparative government and politics exams are still a valid way to prepare for test day. if your teacher knows what he or she is doing, you will see old (but still relevant) exam questions on just about every one of your tests throughout the year.

to improve your score on the multiple-choice section, let me recycle some advice: focus on your weaknesses. after your first practice test, go through your missed questions and make a list of topics where you struggled. after some studying (how you study i’ll leave up to you), take another practice test. rinse and repeat.

one last thing about time management: if you’re comfortable with time management on other standardized tests, you should have little to no trouble with the ap comparative government and politics exam’s multiple-choice section. even so, remember my previous advice: if necessary, guess and move on.

test content: section ii (free response)

when starting any of the three parts found in section ii, here’s what i’d recommend you do:

• for each part (short answer/conceptual analysis/country context), count the number of tasks you have to complete in the suggested time limit (tasks are represented as part a, b, c, etc.). that way you know how much time you can dedicate to each task.
• start with the tasks you know right away. write the answers on your answer sheet before tackling the more difficult tasks.
  • for tasks that ask you to complete two options from a list of three, circle your chosen options in your test booklet.
  • pay attention to the first word of each task. for tasks that begin with ‘identify’ or ‘describe,’ it is alright to write shorter answers as long as you fully answer the question. for tasks that begin with ‘explain,’ the readers expect you to go more in-depth with your replies.
  • pay attention to questions that have multiple tasks. before moving on, check off that you have completed each task the question asks you to do.

the end

ap comparative government and politics is a course taken by mainly high school seniors. after the exam is over, you will get caught up in graduation and the transition to college. yet as may turns to june, high school and college teachers across the country sit down to grade your free response replies. in short…

the college board will release ap comparative government and politics scores in early july.

yep, one day in the middle of summer you’ll get an email saying that your scores are ready on your college board account. for those of you who earn a 4 or 5, congratulations. you definitely just earned a semester’s worth of college credit.

some colleges, though, don’t accept 4s for various reasons. as you’re making your final decision about which colleges to apply to, make sure to research potential colleges’ ap score policies. that’s a good strategy no matter which ap courses you decide to take.

even if you earn a 3 (or less) on the ap comparative government and politics exam, it’s not the end of the world. the fact that you are taking it your senior year will make your college applications shine a little bit brighter. also, if you have to retake the course in college, you will come in with a great foundation of knowledge. just remember to keep your ap comparative government and politics notes and materials.

till next time, magooshers.

the post ap comparative government and politics exam appeared first on magoosh blog | high school.

as i’ve said in other articles, ap courses give high school students a great introduction to the academic rigors found in college. that was certainly the case for me. but then i remembered the different skills i learned in the i.b. programme. it took me a while, but i think i discovered the most important thing many ap courses tend to neglect: the development of useful critical thinking skills and research skills. as you know, ap courses move at the speed of light. rarely is there a project that lasts longer than a few weeks, and most ‘projects’ are just cookie-cutter research papers. the final product isn’t too long, as long papers would cause your poor teachers to go mad from grading.

that’s where ap capstone comes in. over the next few paragraphs i’ll unpack all the details about this exciting new program from the college board. i’ll discuss how you can benefit by taking it, even if you’ve never considered yourself ‘ap material.’ if you get to the end of this article and want to learn more, check out the official college board website for ap capstone.

nuts and bolts

ap capstone is unique in that it is a two-year program. in junior year (or possibly sophomore year), students take ap seminar. in this course, students develop many critical-thinking skills necessary for college success. students work alone and in groups to brainstorm, develop, and implement research projects based in real-world issues. though there is plenty of guidance, students experience a level of academic freedom not usually found in high school courses. and unlike many ap courses, the final 1-5 score is determined by a final exam and students’ work throughout the year.

students who successfully complete ap capstone take ap research the following year. in this course, students spend a year conducting a research-based investigation into a subject of their choice. the goal of this research is to produce a 5,000-word research essay and a presentation that defends the argument presented in the essay. the latter is similar to an oral defense that a doctoral student must pass before receiving his or her ph.d.

students who successfully complete these two courses receive an ap seminar and research certificate. if students have also taken four ap courses throughout high school (and scored at least a 3 or higher on each of them), they receive an ap capstone diploma. every day more and more colleges recognize ap capstone as a valuable addition to the ap ‘family.’ for students planning to apply to colleges that do not yet award credit for ap capstone, it’s highly likely that the admissions counselors will still view the program in a positive light. if you’re unsure about how your potential colleges feel about ap capstone, give their admissions offices a call and ask.

the benefits of ap capstone

for the right kind of student, ap capstone is a breath of fresh air in an otherwise routine day. even the most challenging ap courses become predictable: lecture, reading, quiz, review, exam etc. the lack of academic choice has the tendency to dull bright, inquisitive minds.

take it from me. i loved taking ap courses in high school. the classes were smaller, and i knew that i was working towards more than just a grade. but because ap courses exist only to prepare students for test day, there was very little thinking ‘outside the box.’ yes, we learned some critical thinking skills, but there was no sense of urgency or real world impact to what we were doing. it’s like the experiments you perform in high school chemistry. you and the teacher already know how it’s going to end, so what’s the point?

for this reason, i think ap capstone is an excellent supplement for high-achieving students. ap courses teach the content. ap capstone has the potential to teach students what to do with all that knowledge in real life situations. at the same time students feel more invested in not only their learning, but also in the greater world around them.

the challenges of ap capstone

choice is a double-edged sword. for some students, academic freedom is liberating. for others, even students already in ap courses, it’s terrifying. yet here’s where i think ap capstone made an excellent choice by spreading the program out over two years. the first year presents a lot more scaffolding when it comes to projects both big and small. students who struggle with autonomy have their teachers to guide them. for students who successfully build up their skills, ap research provides the chance to hone their skills even further. the difference between these two courses is like riding your bike with and without training wheels.

for students who struggle in ap seminar, perhaps ap research isn’t the best option for developing their research and critical thinking skills. there’s no shame in this. even after earning the i.b. diploma and passing four ap courses, i still had a lot learn about thinking critically, research, and academic freedom. it wasn’t until my sophomore year in college that i felt ‘competent’ when it came to choosing my own research topics and following through with them to the end. everyone just learns at a difference pace.

final thoughts

if your school offers ap capstone, i strongly suggest that you consider signing up. even if you take no other ap courses in high school, ap capstone will give you the tools to succeed in any task that requires grit, a critical eye, and creative thinking.

till next time, magooshers.

the post what is ap capstone? appeared first on magoosh blog | high school.

marquez is only the most well-known of a slew of central and south american writers who have put the continent on the literary map. in ap spanish literature and culture, you have the chance to explore these writers’ works in their native tongue. also, the course is great for students planning to major in spanish in college.

today i’ll take you step by step through the ap exam so that there are no surprises on exam day.

let’s get started!

note: this article accounts for all revisions made to the ap spanish literature and culture exam in fall 2014. if researching test materials online, please only refer to those that appeared on the spring 2015 exam or later.

how you’re assessed on the ap spanish literature and culture exam

you do not have to be 100% fluent to make a 5 on the ap spanish literature and culture exam. according to the college board, the company that makes the exam, a student should have completed three or more years of spanish before taking ap spanish literature and culture. unless you’re a native speaker, i’d recommend this course only for high school seniors who began learning spanish their freshman year (or sooner). in the end, though, it’s your call. finally, the college board strongly recommends that you take a spanish language course the same year you take ap spanish literature and culture.

like many college-level literature courses, ap spanish literature and culture is focused on six broad learning objectives:

1. societies in contact
2. the construction of gender
3. time and space
4. literary creation
5. interpersonal relations
6. the dual nature of being

if i had to guess what your teacher is planning, you can expect that each of these learning objectives will make up an individual unit. of course, since the course is focused on literature, expect many literary pieces to hit on multiple themes.

the course also has five guiding questions. i have reproduced them below, in spanish.

• ¿cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un período determinado?
• ¿de qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época?
• ¿qué preguntas y dilemas presentes en obras literarias de diferentes autores y en diferentes épocas y culturas, son relevantes aún en la actualidad?
• ¿qué contribuye el estudio de la literatura escrita en español al estudio del idioma?
• ¿qué preguntas plantea la literatura acerca de la literatura misma y las demás artes?

finally, the course has a required reading list. it begins on page 21 of the course guide. in a nutshell, the selections are comprised of fiction, nonfiction, and poetry.

successful time management

the ap spanish literature and culture exam is three hours long, the same length as the majority of ap exams. as you’ll soon see, every minute presents a different challenge.

section i: multiple choice (65 questions, 80 minutes, 50% of exam score)

section i is further broken down into two sections: part a and part b.

• part a: 15 questions, 25 minutes
  • interpretive listening: audio texts
• part b: 50 questions, 55 minutes
  • reading analysis: print texts

in part a, you must listen to listen to an author interview, a recited poem (not from the reading list), and a literary presentation. only the poem is read twice before you begin answering questions.

when you move on to part b, try to keep yourself to one minute per question. if you can do this (make sure to improve time management skills through practice tests), you’ll have a comfortable cushion to check your answers, or finish the test if some questions take longer than you expect. no matter what, all questions should have answers when time is up. why? there is no penalty for guessing.

break (10 minutes)

break is an important time during any ap exam. go to the bathroom, drink some water, and eat something. even though you’re taking a test in spanish, you don’t have enough time to go out for tapas.

section ii: free response (4 tasks, 100 minutes, 50% of exam score)

section ii also has a part a and part b. here is the breakdown of section ii:

• part a: short answer questions
  • text explanation
  • text and art comparison
• part b: essay questions
  • analysis of a single text
  • text comparison

it is highly recommended that you spend 15 minutes a piece working on the short answer questions, and spend 35 minutes a piece working on the essay questions. this advice comes direct from the college board, so when you’re practicing section ii, these are the time limits to shoot for.

test content: section i

though only two years have passed since ap spanish literature and culture underwent a major revision, there are still plenty of valid online resources to help you prepare for test day. you will likely see old (but still relevant) exam questions on your tests throughout the year. i wouldn’t be surprised if every one of your unit tests was a shorter version of the ap exam.

also, since the exam guide has a required reading list, you have the advantage of knowing which texts may appear on the exam. my recommendation: print out the list along with the texts. in the months leading up to exam day, read/review a little bit each night in addition to your standard study routine.

test content: section ii

section ii is a little bit of everything, so here is the breakdown of what each task will ask you to do. these are only summaries of the requirements, but they should give you a good preview of what to expect on exam day.

short answer

note: for both short answer questions, the texts will come directly from the required reading list.

• text explanation: identify the author and period in which the text was written. explain how the theme from the excerpt reflects the theme in the complete text.
• text and art comparison: compare the theme of a text with that of a piece of artwork. besides comparing the theme of the two works, you are also required to compare the genre and period of both pieces.

essay questions

• analysis of a single text: the text will come from the required reading list. if it is fiction or nonfiction, expect to read a short excerpt on the ap exam. if this question uses a poem, expect to read the entire poem. in your essay, you are expected to analyze how the text represents the genre and time period. in doing this, you must analyze the role of literary devices present in the text.
• text comparison: as the name suggests, you are required to compare two texts. big note: one of the texts does not come from the required reading list. in your essay, you must analyze the shared theme(s) and literary devices. and of course, you must present examples from both texts.

the end

the ap spanish literature and culture exam is a course taken almost exclusively by 12^th-grade students. as with all ap exams…

the college board will release ap spanish literature and culture scores in early july.

yep, one day in the middle of summer you’ll receive an email saying that your scores are ready on your college board account. for those of you who earn a 4 or 5, congratulations. come freshman year, you’ll have earned college credit and you can jump right into a second year (or second semester, depending on the generosity of your future college) spanish literature course.

if you earn a 3 or less, don’t fret. many colleges offer placement tests for matriculating students, and are sometimes flexible concerning course requests. you still might have another shot to show off your spanish literature strength!

even if come freshmen year, you find yourself in a first-year spanish literature course, it is still an amazing opportunity to refresh old material. you’ll have a lot of tools in your spanish and literature toolboxes, and will have a leg up on your peers.

best of luck in your spanish literature endeavors, magooshers.

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from playing the lottery to rush hour traffic jams, statistics govern our lives. this branch of math is wholly unique, providing students with a new way to look at the world. if you, too, want to understand the mysteries hidden in the data all around us, ap statistics is the class for you.

in this article i will go over the ins and outs of the ap statistics exam. if you get to the end and still have questions, be sure to check out the official college board website for ap statistics.

note: this article accounts for the latest revisions to ap statistics (fall 2010). students studying for the ap statistics exam should only reference study materials published after this date.

how you’re assessed on the exam

ap statistics is a math class different from any you have ever taken, so there is a lot to learn. below is the course’s topic outline. included is each topic’s percentage weight on the ap statistics exam, along with a few of the learning objectives. in no way is this a comprehensive study guide, but a preview of what you will encounter in the course and on the exam.

• exploring data: describing patterns and departures from patterns (20%-30%)
  • making/interpreting displays of data
  • summarizing data
• sampling and experimentation: planning and conducting a study (10%-15%)
  • methods of data collection
  • planning and conducting experiments
• anticipating patterns: exploring random phenomena using probability and simulation (20%-30%)
  • probability
  • variables
• statistical inference: estimating population parameters and testing hypotheses (30%-40%)
  • estimation
  • tests of significance

note: one advantage you have on exam day is that all formulas and probability tables are given to you. yep, the days of memorization are long gone.

successful time management

in this section, i will break down the length of the ap statistics exam, and offer suggestions on how to make sure you successfully finish each section. as you practice, i highly recommend you take as many timed practice exams as you can to become used to format, content, and pacing. for students with a college board account a full-length practice exam is available for you to take right now.

section i: multiple choice (40 questions, 90 minutes, 50% of exam score)

okay, after doing some non-statistical math, we discover that you have two minutes and 15 seconds to answer each multiple choice question. to finish on time, you need to complete four questions every nine minutes.

after taking your first practice test, you discover that the multiple choice section is full of word problems. word problems take time, so have your pencil ready to underline/circle key information in each passage. doing this will save precious seconds as you begin to plug information into equations.

if you’re taking ap statistics, i bet you’ve already taken your fair share of high-stakes standardized tests. even so, check out my article on act time management. the article goes over some simple tips and tricks that you can’t afford to miss on exam day.

another thing to remember is that like all ap exams, ap statistics does not penalize for guessing. that’s right; no points are deducted for incorrect answers. why is that a good thing for you? well, if there is a question or two where you get stuck, there is no shame in guessing and moving on. just don’t leave any questions blank!

break (10 minutes)

break is an important time during any ap exam. but for a three-hour test like the ap statistics exam, you’re only at the halfway mark. go to the bathroom, drink a little water, and don’t forget to eat something. you’re going to need some fuel to finish strong.

section ii: free response (5 questions, 1 investigative task, 90 minutes, 50% of exam score)

in the free response section, ap recommends that you spend 12 minutes completing each question and 30 minutes completing the investigative task.

like many stem ap exams, section ii on the ap statistics exam has a series of tasks contained in each question. in other words, each question will have a part a, b, c, etc. each task represents a chunk of your time. to keep a handle on time management, count the number of tasks you are required to do at the beginning of section ii. that way you know the exact amount of time you can dedicate to each task.

another thing to remember before you go jumping into practice tests is that a graphing calculator is required. make sure it’s a calculator you’re comfortable with. the more comfortable you are with your calculator, there’s less of a chance of it slowing you down (or you making a mistake on it) on test day.

section ii pro-tip: if you’ve taken multiple timed practice tests, and are comfortable with time management, try to squeeze in the last 2-3 minutes to review what you wrote. even if the correct answer is in your mind, exam stress might cause you to leave out important information in your replies. if you have time to catch these mistakes, you can fix them.

test content: section i (multiple choice)

because the exam hasn’t changed in over five years, many multiple choice questions from previous years’ ap statistics exams are still a valid way to practice for test day. you will likely see old (but still relevant) exam questions on your tests throughout the year.

the multiple-choice questions will test your statistics knowledge in many different ways. all the questions are ‘stand alone,’ meaning there are no groups of questions focused on a set of data or chart. even so, each question will ask you apply multiple skills that you developed during ap statistics. take time to read the question first before examining the graph/data set.

test content: section ii (free response)

like many of the questions on the multiple-choice section, to answer the free response questions, you need to analyze data in the form of text, charts, graphs, or graphics.

let’s say, for example, the questions represent 12 tasks (parts). that means you have 7.5 minutes to complete each task. to write your best replies, consider trying the following strategy when you tackle a practice ap statistics exam:

• 4 minutes: plan out your reply.
  • time to calculate! use the margins of your test booklet as scratch paper. remember, all the test readers what to see is the answer!
• 3 minutes: write your reply.
  • the only thing that matters is that you a) answer the question and b) follow the directions.
    • if you take multiple practice tests, the act of writing answers under pressure will become second nature, something that doesn’t take up a lot of brain power compared to the questions themselves.

the end

ap statistics is a course typically taken by 12^th grade students. after the exam is over, you will get caught up in graduation and the transition to college. in the midst of this transition…

the college board will release ap statistics scores in early july.

yep, one day in the middle of summer you’ll get an email saying that your scores are ready on your college board account. for those of you that earn a 5, congratulations. you definitely just earned yourself some college credit. 4s are a bit tricky. some colleges accept them. some don’t.

“but,” you may ask. “i earned a 4. why wouldn’t my top choice colleges accept 4s?” take it from me, someone who barely passed calculus in college, math is hard, really hard. while some top colleges do allow students with 4s to place into higher-level classes, many don’t. just so there are no surprises, check with colleges about their ap score policies long before exam day.

but hey, there are certain advantages to retaking statistics in college. first of all, it’s a good time to ‘fill in the gaps’ in your statistics knowledge. also, coming into statistics 101 with a foundation of knowledge is a great thing. the experience will be less stressful for you than for students who did not take ap statistics in high school. take it from me, freshman year is already stressful enough. why complicate things?

ap statistics is a challenging course. yet that doesn’t mean the exam is impossible. if you pay attention in class, study (a lot), and take a few practice tests, come test day the odds will be in your favor.

till next time, magooshers.

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if you’re taking ap english literature and composition (as i did some years ago), i have no doubt that there are a few reading assignments that you consider blah at best. there are other assignments that you don’t get at all. that being said, i hope you understand the difference between reading for class and reading for enjoyment/personal fulfillment. no? mr. b to the rescue! over the next few paragraphs, i’ll teach you how to ‘read’ for ap english literature. if your ap literature teacher has gone over some (or all) of this with you, consider this article good review.

there are also some jokes about raw chicken, barbie’s boyfriend, and little boats.

with all that said, let’s get down to business.

breaking down literature

to start us off, here’s an analogy. you’re flipping through the channels one day, and you find a cooking show where celebrity chef gordon ramsay is teaching some hapless chefs how to break down a raw chicken. in less than a minute, gordon turns said chicken into two breasts, two legs and two thighs. every cut is precise, and no chicken bits are left over.

the main skill when ‘reading’ in ap english literature is very similar to breaking down a chicken. but instead of fowl, we’re talking about your reading assignments. here’s what this all means: every new piece of literature is a mission to break it down into its characters, plot, historical context, literary devices, etc. maybe you’re not a fast reader (that’s okay), but to analyze literature, you need to know how to break it down.

how do you learn how to break down literature? well, hopefully, you have a few skills from your last three years taking high school english. also, here’s some oft said, but important advice: pay attention to what your teacher has to say. it’s likely that in the early weeks of ap english literature, your teacher will be more hands on with his or her instruction. that means pointing out the different parts of the literature you read in class. if you pay attention, and ask questions when necessary, you should be able to fill up your ‘reading’ toolbox. with a little practice you’ll soon be able to break down everything from things fall apart to hamlet.

now, the style of reading i’ve talked about in this section is what the author of the linked article was railing against. i’m not going to lie: it’s tedious, and sometimes takes a lot of work. yet it’s the kind of reading you need to know how to do if you want to succeed on the ap english literature exam.

it’s also the kind of reading you need to know how to do if you ever want to become an author. just sayin’.

so now that we have the nuts and bolts of ‘reading’ out of the way, i want to discuss some specifics that should help make ap english literature a much smoother experience.

the story is only half of it

there are two stories to everything you read in ap english literature. for example, let’s consider hemingway’s novel the sun also rises. yes, the story is about the lives of american ex-pats in paris during the 1920s. they drink a lot, go fishing, see some bullfights, and the narrator has an unfortunate resemblance to a ken doll.

but the story is only half of it. to successfully answer questions on the ap exam (especially free response questions), you need to understand the historical context of the novel. in the case of the sun also rises, the story and characters reflect hemingway’s time living in paris with other members of the lost generation yada yada yada.

as your class explores new eras of literature, make sure to pack away a few historical details along with the literature itself. they will come in handy on the ap exam. trust me.

what does it all mean?

interpretation is tricky business. to show you what i mean, here’s another example involving hemingway. (can you tell i like reading his stuff?) so when i took ap english literature, we read hemingway’s short story, “hills like white elephants”. the basic plot involves two lovers in spain waiting for a train that will take them to an abortion doctor. i remember the class having a looonnnggg argument about what the ‘white elephants’ really were. someone had the opinion that hemingway chose the phrase because the unborn child was the ‘elephant in the room.’

a long time ago someone else had the same thought, and asked hemingway what the title really meant. hemingway’s reply (my paraphrase): “have you ever been to spain? that’s what the hills look like.”

even though we know what hemingway meant, there is still the all-important concept of death of the author. in short, we, as readers, have the authority to come to different conclusions about a piece of literature. your teacher (and the college board) knows this. that’s why when you’re completing class assignments, it’s okay to form unique opinions just as long as you can back them up with textual evidence and sound reasoning. in fact, this skill will help you the most when it comes to section ii of the ap exam.

besides “hills like white elephants,” the only other ‘for sure’ interpretation of literature that i know of is that the stanzas in hardy’s “the convergence of the twain” are supposed to look like little boats.

final thoughts

well, magooshers, i hope this article has armed you with a few valuable ‘reading’ skills. besides helping you in ap literature, they’ll come in handy if you ever take a literature class in college. besides that, try not to use them when you read andy weir’s next novel. (i can’t wait!)

till next time.

the post how to ‘read’ for ap english literature appeared first on magoosh blog | high school.

pause for appreciation.

okay, there’s a lot to do between now and your first day of college. there are trips to bed, bath, and beyond to buy dorm supplies. there is waiting to find out who your roommate will be. there is high school graduation, another good reason to celebrate. finally, there is creating a personal finance plan that will see you through your time in college.

depending on you high school, you may have already taken a personal finance class. if so, feel good about that, too. yet you can’t learn everything in a class. sometimes, what you learn isn’t the best advice, or doesn’t reflect what managing money is like in the real world.

as life experience will teach you a lot about personal finance, in this article, i’ll throw in a few personal stories so you can learn from my experiences. that being said, let’s talk money!

sign up for a checking account

paper checks (or cheques) may be going the way of the dinosaurs, but checking accounts are still the best first step towards having a successful personal finance plan.

you need to choose your first bank. for many of you, this will mean setting up an account with either bank of america or wells fargo. these two banks have many atms across the united states. by all means, do your research. there may be other, better options depending on the state where you live.

another thing to keep in mind is that some banks charge a monthly fee for checking accounts, especially if your account falls below a certain level. unless it absolutely can’t be helped, avoid these banks like the plague. you shouldn’t have to pay a bank for the privilege of sitting on your cash.

with a checking account comes a debit card. we’ll get into the difference between debit and credit cards in a bit, but there’s one big rule to remember at this stage. treat your debit card like cash, and you’re good to go.

get a job

cue the music

now that you have that checking account, you need to put some money in it. what to do? what to do?

oh yeah, get a summer job (or two)!

i know; you’d rather be spending your summer hanging out with friends, many of whom will be moving far away come late august. even so, the summer before freshmen year is a rare opportunity to build up some savings. and when i say ‘savings,’ i don’t mean savings for retirement. i mean savings for all the costs of college that aren’t tuition, dorm fees, and a meal plan. and for that, magooshers, you are going to need a good chunk of change.

if you take 30-40 hours of each week and commit them to a summer job, your wallet will thank you during your freshman year. believe it or not, many of your friends will be doing the same thing. they’ll be busy, and you will be, too.

you’ll still have time to hang out and have fun. trust me.

once you start making money, then comes the challenge not to spend your money the second you make it. debit cards are as easy to use as cash, and for many inexperienced teens, money has the tendency to burn holes in their pockets. to make sure the money stays safe for a few months, here’s an idea from my playbook.

back in college i worked at blockbuster video (r.i.p.) to save money for my study abroad program. i did this over two summers and one winter break. to make sure i wasn’t tempted by my savings, i put my money in a c.d. (certificate of deposit). c.d.s are special bank accounts that exist for as little as one month all the way up to 5+ years. the rule is that until the account ‘ends,’ you can’t touch your money. if you tried to, you’d have to pay a huge fee.

so if you want to keep your money safe during summer, i’d suggest a 2-3 month c.d. you’ll even earn a tiny bit of interest, too!

so it’s late august, and you’re off to college. to make sure your money lasts, there’s one final piece to the personal finance puzzle…

budgeting

growing up, there were many nights when i did my homework at the dining room table. across the table, my mom or dad would be doing the family’s monthly budget. every month they printed out a one-page spreadsheet that listed their expenses. there was a space for the mortgage, food, vacations, electric/water/gas bills, fun money, and a couple of other categories that i can’t remember. all of this money was in their checking account, but by splitting it up on paper, they could figure out if they were over or under-spending each month. doing this, my parents were able to create a nice retirement nest egg, which they are currently enjoying.

thankfully, your budget in college won’t be as complex as my parents’ or other adults living on their own. also, there is only one big rule to remember when it comes to budgets. once you’ve exhausted the money in a certain category, that’s it, you’re done. spend all your fun money on the first saturday night of the month? that’s nice, but expect to stay in for the next three weeks.

now, you won’t always be perfect with your budget (i’m not), but budgeting will help you save money, something that is really tough in 21^st-century america. you’ll still be a ‘poor college student,’ but at least you won’t be in debt.

and speaking of debt…

credit cards aren’t evil (unless you let them be)

when i took personal finance in high school, my teacher really hated credit cards. he thought they only existed for credit card companies to ‘enslave’ people with crushing debt. his entire curriculum basically told us not to buy things unless we could pay cash. though he was teaching with good intentions, and probably had a bad credit card experience as a young man, i think he went a little overboard. here’s some good tips to make sure that no credit card ever turns ‘evil’ on you.

start with a debit card

debit cards, like credit cards, are little plastic rectangles with magnetic strips on the back. yet instead of charging money for goods, every swipe of a debit card takes the money directly out of your bank account. if you want to buy awesome thing, but don’t have the money in your account, awesome thing stays on the shelf.

debit cards were also the beginning of my credit card journey as well. for the first two years of college, i only had a debit card. i had to check my balance each month to make sure i had enough money. at the same time, i had a simple budget so that i keep track of my spending.

when you do get a credit card, have a low spending limit

once you’ve had a debit card for a while, it’s time to get your first credit card. my advice: start small. there are a ton of credit cards out there, and most of them are for people who have had a credit card for a long time. these cards have perks such as airline miles, cash back, and other goodies. for your first card, stay away from the goodies.

many credit card companies, such as visa and american express, for example, have simple, no fee credit cards for first timers such as yourself. they aren’t flashy, but they are your foot in the door when it comes to credit. they also have a low spending limit. for example, if you go above $1,000, the card cuts you off. these ‘breaks’ exist to make sure that young people don’t ruin their lives by going into thousands and thousands of dollars in debt. after all, when you graduate and get a job, you can always get a new card with perks and raise your spending limit.

so once you get your first credit card, keep track of your purchases, and pay it all off at the end of the month. most people don’t go into debt because of their purchases, but because of the high interest rate that comes with their card.

but, you may ask, if i treat my credit card just like a debit card, why do i have to get a credit card at all?

good question. you’re doing this to raise your…

credit score

you’ve probably seen the commercials: check your credit score online, for free! other commercials portray poor people who find out too late that their credit score is really low! but what is a credit score, and how does it affect your life?

first of all, credit scores are completely made up, but important numbers. in a nutshell, there are three credit bureaus (experian, equifax, transunion). these bureaus compile information regarding every person in the u.s. with a credit card. in examining the data, they ask themselves some key questions:

• how long has this person had a credit card?
• how many credit cards does this person have?
• what is the most expensive thing this person has ever charged?
• does this person have other debt? (the big one for young people is student loans.)
• what is this person’s credit limit? (the maximum amount of money your credit cards will let you spend.)
• does this person pay off their credit cards every month?
• has this person ever missed a credit card payment?
• if the person carries a balance on their credit card, how much are they paying back each month?
• has this person ever declared bankruptcy?

after crunching the numbers, each company comes up with a credit score, a number between 350 and 850. like the sats, the higher number you have, the better.

when you start off with a credit card, expect your credit score to be low. that’s natural. you’re new to credit, after all, and you need to prove yourself before you earn a great score. how long does this take. if you don’t have any slips ups, about seven years. that’s right, seven years.

what’s a good credit score? well, generally anything above 750 is considered ‘excellent.’ if you have above 800, you are golden. what do i mean by that? let me give you a personal example.

because of the good financial education i received from my parents, i got my first credit card at 20, a visa. at 24, i got an american express card. i charged many big and small purchases to my cards. every month i paid off my balance, and increased my credit limit when i got a job as a teacher.

then came april 2015. i got into a bad car crash, and had to get a new car. once i picked out my new car (a honda fit, which i totally recommend for college-bound students ), i sat down with the dealership’s finance manager. i wrote him a check for the full balance. now, the dealership had already checked my credit score, and i was golden. because of this, the manager didn’t even call my bank to make sure that my account could cover the check i wrote. he put my check in a drawer, handed me the car keys, and shook my hand.

here’s the moral of the story: my good credit score allowed him to trust me. it’s hard for people under the age of forty to receive the trust from people in positions of authority/power, and when you’re applying for a home loan, buying a car, looking for apartments, or even applying for a fancy credit card, a good credit score is your silver bullet for success. i can’t say enough about how easy it has made my life, and will continue to do so if i keep paying my bills on time.

one last thing about credit cards

if you’re feeling nervous about getting your first credit card (a normal feeling), let me tell you one last story. when i was a college freshman in 2004, banks were handing out credit cards to college kids like candy on halloween night. there were big tents sets up around campus the first week of class. sign up for a credit card and get a frisbee! sign up for a credit card and get a t-shirt! back then, credit card companies were absolute predators when it came to marketing to newly-minted adults.

the reason the credit card companies could get away with this was because it was cheap for them to hand out credit. if a teen racked up a ton of debt, the credit card company could get by if he or she just made the minimum monthly payment.

then the great recession started in 2008. lending (which comprises all credit, from credit cards to home loans) froze up faster than a glass of water on pluto. due to the recession, and a few new laws, credit card companies could no longer approve as many credit card applications, especially those submitted by young adults. though many young adults were shielded from making bad mistakes when it came to credit, others could not begin their credit history at a crucial time in their lives.

today the situation when it comes to credit cards is a mixed bag. though it’s a lot safer to get your first credit card than it was 10 years ago, you still need to do your research before signing on the dotted line. like i said before, no one’s perfect, and if you do make a mistake or two when it comes to managing your credit, you want to make sure that your mistakes don’t follow you around forever.

final thoughts on personal finance

just like with anything, as you get older, the challenges you’ll face regarding your money will get more complex. yet as you gain more experience with budgeting and debit/credit cards, these challenges won’t seem overwhelming. and even if you have some student loans to pay back after college, the lack of credit card debt will put you ahead of the majority of your peers.

and that, magooshers, is priceless.

till next time.

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