Writing Act Essay Prompts

Writing Act Essay PromptsAct sample essays can be used to teach students how to create an act. Students often cannot find samples of effective essays on their own and will need help in writing an effective essay. Here are a few tips for creating an effective act.An act usually tells a story or relates a lesson. The important thing to remember is that the act always comes after the rest of the story. For example, if you are talking about a salesman who offers your child a bargain but later claims he cannot sell her a car, the act will begin with a statement like, 'John and Mary Smith, turned down the business.' The act then continues with the story of how they found the business and how they sold the car.Although it may sound simple, it's important to remember that this acts should be a description of what happened rather than a description of why it happened. If you write about why John and Mary Smith decided to sell their car, you won't use this act as part of the story. Instead, yo u would use the description of what happened.Using acting, you can add several plot twists to an act. For example, in a monologue, one character will say something like, 'He was so interested in your little cousin when he came in to check out her new dress.' The act will continue with the child being interviewed by a reporter. As the child and the reporter speak, you will have added a few twists and surprises to the story.Each act will include some sentences. In each sentence, you should explain who the person is, what the action is, why it is occurring, and the result of the action. This will give students an idea of what the act is about.You should review the act at least once a week so that students learn the sequence of events. For example, the salesman might be mentioned in the first act. When they remember the act, they should connect the actions to the place and people that are mentioned in the first act.Your students should keep in mind that each act should be unique. Each a ct should tell a story and act to explain why it happened. Remember that students will not be able to complete all the steps in an act without the help of an act sample essay prompts.

Educational Psychology Questions And Answers Essays -

Educational Psychology: Questions And Answers After reading an article on Jerry Garcia of the Grateful Dead in a ?Rolling Stone? magazine, these are two examples of questions that I would ask my students on a test (in a multiple-choice format.) These questions are also representative of two different levels of Bloom's taxonomy. 1) As a member of the Grateful Dead, what was Jerry Garcia's only radio, billboard hit single? a) Throwing Stones b) Touch of Grey c) Built to Last d) Franklin's Tower Correct answer: b. Touch of Grey. 2) In chronological order, identify which answer represents the progression of keyboard players (pianists) that Jerry Garcia played with in the Grateful Dead? a) Brent Midland, Pigpen, Vince Wellnick, Keith Godchaux b) Pigpen, Keith Godchaux, Brent Midland, Vince Wellnick c) Keith Godchaux, Brent Midland, Vince Wellnick, Pigpen e) Vince Wellnick, Pigpen, Keith Godchaux, Brent Midland Correct answer: b I feel that these are good examples of multiple-choice questions because they do not include in the answer section choices such as, ?none of the above,? or ?all of the above.? It helps to omit choices like these because these answers do not contribute in measuring students' mastery of the subject or in teaching unlearned material. These questions both have discriminatory power, allowing me to see who has mastered the material and who hasn't. The distracters that I selected for these questions are the key ingredients that help me see who has mastered the subject. The distracters are not obvious wrong answers, they are choices that make the students think, which ultimately raises the cognitive level of the test beyond that of just memorization and recall. I believe that my questions are clear and easily understood. They should not make the student unnecessarily use energy in figuring out exactly what the question is asking. Also in an attempt to make the question as clear as possible I avoided the use of jargon and other complicated terms. I only used words that would be common to their vocabulary. I also avoided using negative test words such as, ?not? and ?never.? By doing this I made my questions easier to understand. I also tried not to make the right answer too obvious in comparison to my distracters. The last thing that I did to make these questions better was to avoid redundancy by writing and re-writing the questions. Essay questions are very advantageous because unlike multiple-choice questions they can measure what the students know and have mastered. They allow for students to express, in writing, what they do know about the material for which they are being held accountable. The second advantage of the essay test is that they allow students to explain why the material is important to them (this is internalization of information.) Essay questions promote higher levels of thinking and they also allow the students to tap into their creative energies. Essay questions do have their disadvantages like teacher grading bias issues. It is much harder to grade a free-flow of thought, expressed on paper then it is to grade a scantron test. The essay questions have to be thought out so your students don't go astray from what is really being asked. In the 90's over seventy percent of tests were in multiple-choice format. The multiple-choice format allows the teacher to cover large amounts of information with less guesswork then that of true/false or fill-in-the-blank testing formats. Multiple-choice questions are a good way to measure a students degree of judgement, while true/false reduce answers to right/wrong decisions. Multiple-choice questions bring out distinctions between what is good, what is best and what is erroneous. Another major advantage in using multiple-choice questions is their ability to discriminate. Multiple choice questions give you the ability to tell you which students have mastered the material and which have not. This ability is also known as discriminatory power. Some teachers prefer multiple-choice tests because they think that the objective quality in the test removes the potential for grading bias. Some teachers will also favor multiple-choice tests because they think that students will be less likely to contest their grade. One more obvious but note-worthy advantage to multiple-choice testing is that they are very easily and quickly graded. Educational psychologists argue that one of the major limitations of multiple-choice testing is that they test students on