In other words, you need to excel in every one of these aspects to get a perfect score. Write an essay in which you explain how Peter S. Goodman builds an argument to persuade his audience that news organizations should increase the amount of professional foreign news coverage provided to people in the United States. In your essay, analyze how Goodman uses one or more of the features listed in the box above or features of your own choice to strengthen the logic and persuasiveness of his argument.
Be sure that your analysis focuses on the most relevant features of the passage. The passage to which this prompt refers appears on pp. You'll need the passage to follow along with the sample essay below. Goodman builds his argument by using facts and evidence, addressing the counterarguments, and couching it all in persuasive and compelling language. Goodman begins the article by bombarding the reader with facts and statistics. He states that, according to a census conducted by the American Journalism Review, the number of full-time foreign news correspondents in the United States dropped from in to in First, by starting out with hard evidence, Goodman lays the groundwork of his own credibility.
This will bring the readers onboard and make them more likely to trust everything else he says. By writing about how social media and man-on-the-ground reporting has had some positive impact on the state of foreign news reporting, Goodman heads off naysayers at the pass.
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It would have been very easy for Goodman to elide over the whole issue of citizen reporting, but the resultant one-sided argument would have been much less convincing. After all, Goodman acknowledges that social media does have some power. Goodman uses contrasts to draw the reader deeper into his mindset. By employing the rhetorical techniques of presenting facts, acknowledging the other side, and using persuasive language, Goodman convinces the reader of his claim.
But the elements in this essay make it a standout and demonstrate clear mastery. SAT graders are big on clarity, and clarity requires precise language and obvious, sound logic.
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In this essay, vivid language is used effectively and appropriately:. The writer's clarity extends to her logic as well. Sufficient background is given to make it clear the writer read and understood the text. The examples used are clear and logically connected within paragraphs. The organization of the essay follows the organization set out in the introduction: the writer first discusses facts and evidence, then the presentation and refutation of a counterargument, then compelling language.
Organization in the essay is aided by transitions between all paragraphs, which create a smooth, consistent argument that is easy to follow. The clarity of the argument and the lack of errors remain consistent from start to finish. The highlighted errors are few and do not detract or distract from the meaning of the essay. The wording of the thesis statement in the introduction and the conclusion is similar but not identical, and the description of how Goodman builds his argument is the same. The author uses a variety of words marked in blue and sentence structures to convey similar ideas in different ways throughout the essay.
For instance, social media , man-on-the-ground or man-on-the-spot reporting , citizen journalism , and amateur reporting are all different words and phrases used to describe the same phenomenon of non-professional foreign news correspondents. In paragraph 4, there's also a good example of a skillfully executed variation in sentence structure. Note that all of the varied usage described above is effective as well as varied.
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SAT vocab words and differening sentence structures aren't thrown into the essay haphazardly—it's clear, effective writing like what you might read in the New York Times. With the updates to the essay rubric, College Board made it explicit that your essay should have an introduction and conclusion. But length means nothing if there isn't valuable information filling the space, so long SAT essays also need to be detailed—this author uses the space to give lots of context for her examples.
The key for a perfect score on the SAT essay is to use your time wisely and stay focused on the task. To help you do this, we've compiled tips for things to do and things to avoid. Ready to get started with practice essays? Check out our thorough analysis of the SAT essay prompt and our complete list of prompts to practice with. Use our 15 tips to improve your SAT essay score. Is free of substantive errors of fact and interpretation with regard to the text. Makes appropriate use of textual evidence quotations, paraphrases, or both , demonstrating an understanding of the source text.
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Score of 2. Demonstrates some comprehension of the source text. Score of 1. Demonstrates little or no comprehension of the source text. Makes little or no use of textual evidence quotations, paraphrases, or both , demonstrating little or no understanding of the source text. Expand All Collapse All. Offers an insightful analysis of the source text and demonstrates a sophisticated understanding of the analytical task. Contains relevant, sufficient, and strategically chosen support for claim s or point s made.
Focuses consistently on those features of the text that are most relevant to addressing the task. Offers an effective analysis of the source text and demonstrates an understanding of the analytical task.
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Contains relevant and sufficient support for claim s or point s made. Focuses primarily on those features of the text that are most relevant to addressing the task. Offers limited analysis of the source text and demonstrates only partial understanding of the analytical task. Contains little or no support for claim s or point s made. May lack a clear focus on those features of the text that are most relevant to addressing the task.
Offers little or no analysis or ineffective analysis of the source text and demonstrates little or no understanding of the analytic task. Contains little or no support for claim s or point s made, or support is largely irrelevant. May not focus on features of the text that are relevant to addressing the task. Or the response offers no discernible analysis e. More importantly here there is a very strong sense that the first paragraph in the model is 'full'. The writer has identified a link between the house and the ideological vacuum in which the gang exist and has tried to interpret and explain it.
The theme is still religion, but the writer is now going to approach a different aspect of it. The third paragraph begins to produce what has been promised: an analysis of the theme of the individual and the community. Note how this is done. There is no need to state mechanically that this is the theme that is now to be discussed. It has already been anticipated and the 'full' nature of the first sentence makes clear what is being discussed. Again, the reader is being clearly led through the arguments in a well structured and thought out manner.
One further point, by way of providing another model. The analysis in the second paragraph could lead in the following direction.
Greene's ironic use of the vocabulary of the Bible might be making the point that, for him, the Second World War signalled the end of a particular Christian era. Now, it is perfectly arguable that the rise of fascism is linked to this, or that it is the cause. The cult of personality and secular leadership has, for Greene, taken over from the key role of the church in Western societies.
In this way the two main themes identified above - the tension between individual and community, and religion - are linked. In terms of essay writing this link could well be made after the discussion of the theme of the individual and the community, and its links with the theme of leadership.
This might be the general conclusion to the essay. After thoughtful consideration and interpretation a student may well decide that this is what ' The Destructors ' boils down to: Greene is making a clear link between the rise of fascism and the decline of the Church's influence. Despite the fact that fascism has been recently defeated, Greene sees the lack of any contemporary values which could provide social cohesion as providing the potential for its reappearance. This is the climax to the essay, but the concluding paragraph should generally be a brief paraphrase or synthesis of the essay.
This also adheres to the generally held view that the conclusion should not introduce new ideas. Paragraphs need to be coherent, which will be only achieved through the careful arrangement of the sentences within them.
Staying with an analysis of Graham Greene's ' The Destructors ', let us see how this can be achieved. This is by no means a terrible paragraph, but there are weaknesses within it, the chief of them being that whilst it demonstrates that the student is going beyond superficial summarising and interpreting the story, the ideas are struggling to make themselves heard.
Some of the sentences lack detail or are a little ambiguous, and at times there is a lack of tight connection between several of the sentences.
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Various ideas are referred to and introduced without ever being fully explained or analysed. For example there is no explanation for the introduction of the notions of happiness and temptation. To some extent the reader has to guess what the writer is really trying to express.
This is a crucial point: you must present your arguments clearly and unambiguously, and grades will we lost if the marker has to try to guess what is being said. First of all, no apple has been mentioned before in the essay and its introduction here is a little confusing. This is because in the story the apple is not compared to a house, but it is the house which is compared to an apple. Furthermore there is no evidence provided for the assertion that the house can be linked to a church.
In addition, the 'perhaps' does not inspire confidence that the student is fully on top of the idea. Most importantly there is no clear connection with the preceding and succeeding sentence. Also, the 'actually' is too informal and, equally importantly, it suggests that the idea to come has just popped into the student's mind.
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