Write an essay on the book 'The Lost Orchard' by Patrick Deeley and

Write an on the book 'The Lost Orchard' by Patrick Deeley and say why you would recommend it for use in the school classroom - Essay Example The students will be told about the time limit to read the text in the class. At the second stage of this activity, after the given time, the students of Part A in each group, will tell the students of Part B in their own groups, the first half of the story and then the students of Part B will tell the last half of the story to Part A in their own groups. Students will be given fixed time for this part of the activity too. In the end, at the third stage of this activity, the teacher will ask one of the students from each group to tell the story in his/her own words. The group, from which a member will tell the entire story correctly, will win. In this way, the reading of this book could be made interesting and exciting. The teacher will divide the students in groups of 5 or 6. Each group will be assigned the task of reading one particular chapter of the book. There will be a time limit for this reading. After the given time, the teacher will give each group the mingled up cut pieces of the summary of each chapter. Each group will be given the mingled up summary of the chapter, which was assigned to it to read. All the groups will be required to arrange the strips of the summary in sequence to make a complete story. At the end, all the groups will read the summary of the assigned chapter, arranged in sequence, aloud. Under the guidance of their teacher, the students may research on where the goldmines or coalmines have been discovered in the world and how has this discovery affected the inhabitants of the related areas. Students may conduct interviews on the issues of their own school. After interviewing, they may write down the notes mentioning the suggestions for improvement to present them to the administrator of their school. Students can write the character sketches of the main characters of the book i.e. Paul, Magpie, Raymie, etc. It could be guided writing, where the

Advertising and Promotional Culture Essay Example for Free

Advertising and Promotional Culture Essay Race and Class in Verizon TV Ads No matter what are the patterns of the ads, the ultimate purpose of ad is attracting public attentions and selling the products. Based on different consumption groups, the ads from the same brand also need to change the advertising images, backgrounds and lines, to reach as many consumers as possible. Verizon Communication Inc is one of the most famous broadband and telecommunications company in United States. Its service range is very broad, including mobile phone, TV and Internet, and its consumption groups covers low class, middle class and upper class people. In this paper, I will analysis the class and racial elements in Verizon 4G LTE commercial and Verizon Mobile Devices and Healthcare commercial. Applying multi-racial advertising talents and different story telling methods, Verizon stresses on the class segregation while pays less attention on racial differences. This advertising strategy helps Verizon divide its consumption groups based on their consumption abilities. It is not only one method to avoid the disadvantage of racial selling, which easily limits the consumption groups, but also direct the company to improve the services to satisfy each specific class better. The Verizon 4G LTE commercial is also called â€Å"Bad Idea† commercial. Just as the African American guys keep saying â€Å"Whassup† in the Budweiser ad, Verizon keep showing the bold black â€Å"Bad Idea† sign after the men in the ad say some bad ideas. The background of the ad is a group of lower class men gather together and play basketball. During the break, they chat and share informations. â€Å"You guys check it out, household bleach. † â€Å"Look Good. † â€Å"I know, right? † Then the â€Å"Bad Idea† comes out with a sting sound. I tell you what saves the gas money. My kids hitchhike to the school. † â€Å"Great Call. † Then the â€Å"Bad Idea† sign comes out again. After two more guys share their information and both have been categorized as â€Å"Bad Idea†, the fifth man comes over, says, â€Å"Surprisingly the Verizon 4G LTE is like 6 times bigger, but I am going ATT†. Instead of showing t he â€Å"Bad Idea† sign again, the voiceover tell the consumers what is the â€Å"Good Idea†, â€Å"There are good ideas and bad, with over 6 times more coverage, Verizon, is the good idea†. This ad uses a sarcastic way to impress the people of lower class and the spectacular consumption strategy to sell the service. To sell the product to a group of people, ads always build up the environment and back ground they familiar with first. Watts defined spectacular consumption as â€Å"a process through which the relations among cultural forms, the culture industry, and the lived experiences of persons are shaped by public consumption†. The group of men in the ad have economic pressure and family burden so they come up their own ideas to save the money. Maybe playing basketball on weekends is their only chance to get rid of work and family messes, so they exercise, brag and relax. The group of men in the ad is the epitome of the lower class men in the United States. Their income is limited so they hope for better quality services with reasonable prices. And this the reason that Verizon keeps telling the men in front of the TV that their 4G is over 6 times more coverage compared to ATT, which means we have better quality than ATT and fair price. People’s consumption habits can easily be effected by the surrounding people. The same situation happens in the ad. Though most of the ideas come from those guys are bad ideas, but their friends are willing to accept it. And this is the disadvantage of speculation consumption. Unless people can make right decisions, because good ideas always spread. And this is the ultimate direction that Verizon is willing to go. If the men do not want to make bad decisions and feel brighter in their peers, choosing Verizon is always a good proof. Unlike focusing on social class characteristics mostly, this ad add one African American talent to minimize the racial segregation. It cannot change the fact that even in this small group, it is still white man dominant, but the black talent definitely increase the group diversity and make this more likely in American society. The situation in the other commercial is the other way. This is the TV commercial expressing how Verizon contributed in the health care field. To create out the confidence and reliability of Verizon’s services, the talents who play doctors and nurses in the ad look tidy, calm and helpful. One of the similarities among them is they all use mobile devices to check out the medical records, 3D brian scanner pictures or drug information. The patients are the other essential consumption group that Verizon wants to attract, so Verizon states that patients can measure the heart rate and the contractions and send them directly to the clinic through mobile devices, as well as helping the patients memorize their illness history. All the advantages prove the Verizon tries to â€Å"improve collaborations between care givers and patients†. Also, instead of putting the lines into the talents’ mouth, this ad use the voiceover to tell us the benefits of the service. In this way, Verizon makes the ad more like a Public Addressing Ad instead of a commercial ad. It may makes the consumers feel that Verizon is not only one company which just care about their own profits, it also cares about the society and is willing to pay back. Compared to the former 4G ad portraying the simpleminded, funny and a little arrogant lower class men, this ads pictures doctors and nurses, middle and higher class people as warm-hearted, dedicated and smart. They are the best group to publicize the reliability of high technology. Verizon applies the graphics and the statistics to show how professional Verizon can be in healthcare field. I think the multi-racial aspect is worth mentioning in this ad. Cortese once said in her paper that â€Å"advertising images, as cultural commodities and social constructions, are sites of struggle along racial fault lines in the United States’s cultural landscape†(Cortese, 1), and I think it is a good example of the improvement of racial problem in this country. On the one hand, the white people in this ad is still more than the colored people. After all, the United States is still one white dominancy society, but at the same, it is also a big â€Å"Melting Pot†. So we can still find the Asian American and Latino/African American face from this ad. Moreover, because doctor and nursers are care givers, so they are in a powerful statues, while patients are considered as the care acceptors and they are in a weaker position. In order to show the equal presentation, the ad also categorizes the Asian American as the doctor and the Latino/African American as the patient instead of ask both of them to be the patients. Different company has various adverting strategy. Luxury brands need to show their sharp fashion taste while normal brands must present their money-saving advantage. But for brands like Verizon, which provides necessary services for almost every class people, they need to use diverse selling advertisements to hit all possible consumption groups. From the two typical Verizon ads, people can conclude that the selling strategy of Verizon is dividing consumption groups based on their social class instead of their races. It is a more realistic way to provide different costing plans to various income groups. And it can also attract all people who has this economical ability instead of blocking out of some potential consumers because racial discrimination. In this way, Verizon could possible to increase their consumer range and increase their profit.

Marcus Brutus as the Tragic Hero in Julius Caesar :: Julius Caesar Essays

Marcus Brutus as the Tragic Hero in Julius Caesar      Ã‚   There is no such thing as the perfect person.   We may dream of such a person, but sadly, everyone has flaws.   These flaws are what make us human.   Something else that makes us human is our need for heroes.   We attribute 'perfect' qualities to our heroes.   In reality even our heroes are flawed.   The closest thing to the idealized person, or hero, is the Shakespearean tragic hero.   The tragic hero is someone of high standing, good character, and a flaw.   While it may be only one flaw, it is often fatal.   An example of a tragic hero can be best seen in William Shakespeare's play Julius Caesar.   Marcus Brutus is a prominent leader and noble citizen of Rome who leads in the assassination of Julius Caesar.   We see that Brutus plays the role of the tragic hero through his noble standing, fatal flaw, and legacy.      Ã‚  Ã‚   Marcus Brutus is of noble standing which adds to his appeal as a tragic hero. At one point Cassius says   "'Brutus' and 'Caesar.' What is so special about the name 'Caesar'........... yours sounds as good." (  Ã‚   )   This indicates that Brutus is held in the same esteem as Julius Caesar.   Most tragic heroes are of high standing because they are easily recognizable.   Tragic heroes are usually portrayed as prominent social figures so when they fall they fall harder.  Ã‚        Ã‚  Ã‚   Brutus's fatal flaw is his trustworthy nature.   He joins the conspiracy not because he "loved Caesar less but loved Rome more."   (  Ã‚   )   Brutus joins the conspiracy under the impression that he is preventing Caesar's tyranny and saving the people of Rome.   He also trusts the motives of the other conspirators.   In entering the conspiracy he is also responsible for the death of Caesar and the movement of the plot.   The civil war is a direct result of Caesar's assassination and eventually Brutus's own death.   Brutus's fall is definitely caused by his trustworthy nature.      Ã‚  Ã‚   Through his legacy Brutus leaves the world an important lesson.   Marc Antony remembers Brutus as "the noblest Roman of them all."(  Ã‚   )   Despite his death and loss in the war, Brutus is still remembered as noble, in this he represents the moral of the play.

Determination of Dissolved Oxygen In a Water Essay

INTRODUCTION In an alkaline solution, dissolved oxygen will oxidize manganese(II) to the trivalent state. 8OH-(aq) + 4Mn2+(aq) + 2H2O(l) ï ¼ Ã¯ ¼ Ã¯ ¼Å¾ 4Mn(OH)3(s) The analysis is completed by titrating the iodine produced from potassium iodide by manganese(III) hydroxide. 2Mn(OH)3(s) + 2I-(aq) + 6 H+(aq) ï ¼ Ã¯ ¼ Ã¯ ¼Å¾ 2Mn2+(aq) + I2(aq) + 6H2O(l) Sodium thiosulphate is used as the titrant. Success of the method is critically dependent upon the manner in which the sample is manipulated. At all stages, every method must be made to assure that oxygen is neither introduced to nor lost from the sample. Furthermore, the sample must be free of any solutes that will oxidize iodide or reduce iodine. Chemicals: Manganese(II) sulphate solution – prepared by dissolving 48 g of MnSO4.4H2O in water to five 100 cm3 solution; alkaline potassium iodide solution—prepared by dissolving 15 g of KI in about 25 cm3 of water, adding 66 cm3 of 50% NaOH, and diluting to 100 cm3; concentrated sulphuriv(VI) acid; 0.0125 M sodium thiosulphate solution; starch solution (freshly prepared). Apparatus: 250 cm3 volumetric flask, 250 cm3 conical flask, measuring cylinders, titration apparatus, magnetic stirrer Procedure: 1.Use a 250 cm3 volumetric flask to collect water sample. Fill the flask completely with water without trapping any air bubbles. 2.Add 1 cm3 of manganese(II) sulphate solution to the sample using a pipette. Discharge the solution well below the surface (some overflow will occur). 3.Similarity introduce 1 cm3 of alkaline potassium iodide solution. Be sure that no air becomes entrapped. Invert the bottle to distribute the precipitate uniformly. [Hazard Warning: Care should be taken to avoid exposure to any overflow, as the solution is quite alkaline.] 4.When the precipitate has  settled at least 3 cm below the stopper, introduce 1 cm3 of concentrated sulphuric acid well below the surface. Replace the stopper and carefully mix until the precipitate disappears. A magnetic stirrer is helpful here. 5.Allow the mixture to stand for 5 minutes and then withdraw 100cm3 of the acidified sample into a 250 cm3 conical flask. 6.Titrate with 0.0125M sodium thiosulphate until the iodine colour bec omes faint. Then add 1 cm3 of starch solution and continue adding the thiosulphate solution until the blue colour disappears. 7.Record the volume of thiosulphate solution used and calculate the dissolved oxygen content in the sample in mg dm-3. Remarks 1.If the water sample has a low DO value, it is recommended to withdraw 200 cm3 of the acidified sample into a 500 cm3 flask for the titration describe in step 5. 2.This experiment can be further developed into a project to study the extent of water pollution. (a)The water sample under investigation is divided into two portions. One portion of the sample is immediately analysed for dissolving oxygen using the Winkler method. The other portion is stored in the dark for five days. (b)Repeat the analysis with the water sample that has been stored in the dark for five days. The difference between the two measurements is the five-day biochemical oxygen demand (BOD5), measured in mg dm-3.

Homeostatic Imbalances

Homeostasis is extremely important for proper functioning of all the human body systems. When our body is not able to regulate temperature all our body functions will fail to work. Even the enzymes need a specific constant temperature to work at their optimum level. At higher temperatures the enzymes will stop working. (Steadyheatlh, 2004) Dialysis is the artificial process of getting rid of waste (diffusion) and unwanted water from the blood. This process is naturally done by our kidneys. Some people, however, may have failed or damaged kidneys which cannot carry out the function properly, they may need dialysis. Ungar, 2012) Patients with renal failure experience a lot of imbalances while receiving dialysis. Electrolyte imbalances are the most common, usually presenting with hyperkalemia. This happens when the amount of calcium is more than the kidneys can excrete. Arrhythmias may also occur during dialysis. It too causes an imbalance of electrolytes or changes in acid-base homeost asis. Severe cramping, muscle spasms, and low blood pressure are some complications experienced from dialysis. This happens because of the removal of increased volume of fluids.Net filtration pressure is damaged as a result of increased permeability of the membrane. This too causes a homeostatic imbalance. Urinary incontinence and retention, thrombosis, and sleeping problems may all occur from the use of dialysis. (Steadyheatlh, 2004) Other homeostatic imbalance health problems like dehydration, hypertension, diabetes, hypoglycemia, hyperglycemia, can arise. Homeostasis is extremely important for proper functioning of all the human body systems. When our body is not able to regulate temperature all our body functions will fail to work.Even the enzymes need a specific constant temperature to work at their optimum level. At higher temperatures the enzymes will stop working. Eventually, it can cause death. Proper exercise, a well-balanced diet, and adequate rest can help to achieve hom eostatic balance. (Ungar, 2012) REFERENCES Ungar, J. (2012, June 5). Kidney transplant: end-stage renal disease. Retrieved from http://www. emedicinehealth. com/kidney_transplant/article_em. htm Steadyheatlh, I. (2004, March 8). Complications of dialysis. Retrieved from http://ic. steadyhealth. com/complications_of_dialysis. html

7 Tactical Fixes for Syntactical Impact

7 Tactical Fixes for Syntactical Impact 7 Tactical Fixes for Syntactical Impact 7 Tactical Fixes for Syntactical Impact By Mark Nichol Writers often miss opportunities to push home a point or spotlight an interesting observation by ignoring or not attending to the effect of cadence and syntax on written communication. Such incidents are like a standup comedian placing a punch line in the middle of a joke. Here are some examples of slight adjustments of sentence construction for maximum impact: 1. â€Å"He argued that the court is hardly a legal entity, for a variety of reasons.† The point of the sentence is buried in its midsection, after which a modifier is tacked on, causing the sentence to stagger to a weak ending. Revise as follows: â€Å"He argued that the court, for a variety of reasons, is hardly a legal entity.† 2. â€Å"The Chinese were growing lettuce by the fifth century BC, where it represented good luck.† Because â€Å"the fifth century BC† could be treated grammatically as a location, the second clause could be misunderstood to refer to the time, not the place, which is furthermore only weakly implied by â€Å"the Chinese.† Strongly link the superstition to the people, rather than the country: â€Å"The Chinese, who considered lettuce a symbol of good luck, were growing it by the fifth century BC.† 3. â€Å"More than 600 schools or school districts nationwide have blocked the Web site, according to cofounder John Doe. Doe, who started the site . . .† â€Å"According to† attributions are often stronger at the head of a sentence. This revision also avoids the clumsy repetition of Doe’s name at the end of one sentence and the beginning of the next: â€Å"According to cofounder John Doe, more than 600 schools or school districts nationwide have blocked the Web site. Doe, who started the site . . .† 4. â€Å"Asquith recognized that the majority of his party wanted to steer clear of the approaching conflict- and, more to the point, a majority of his Cabinet.† Wait the majority of his party wanted to steer clear of a majority of his Cabinet? Huh? Well, that’s what it says. But that’s not what it means. Here’s what it means: â€Å"Asquith recognized that the majority of his party- and, more to the point, a majority of his Cabinet- wanted to steer clear of the approaching conflict.† So write it that way. 5. â€Å"Yo-yos were first used as deadly weapons, not as toys.† The mildly startling fact about the toy’s origins is best held back until the end of the sentence: â€Å"Yo-yos were first used not as toys, but as deadly weapons.† 6. â€Å"The model takes the social systems surrounding the alcoholic as crucial, most often the family.† The specification of the primary social system should immediately follow â€Å"the alcoholic,† the focus of the sentence, rather than being buffered and weakened by the additional phrase â€Å"as crucial†: â€Å"The model takes the social systems surrounding the alcoholic, most often the family, as crucial.† 7. â€Å"There, it’s become fashionable to hate Jews, as they are the proxies for Americans in the Middle East, some say puppets.† As the sentence is written, the last phrase seems a muttered aside, rather than a key component of the statement. Inserting it, enclosed in em dashes, in the middle of the sentence gives it the prominence it needs: â€Å"There, it’s become fashionable to hate Jews, as they are the proxies some say puppets for Americans in the Middle East.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:English Grammar 101: All You Need to KnowComma Before ButForming the Comparative of One-syllable Adjectives

Top 10 ACT Reading Tips Use These and Improve

Top 10 ACT Reading Tips Use These and Improve SAT / ACT Prep Online Guides and Tips If you’re taking the ACT and find the Reading section to be a challenge, you’re probably looking for some quick ways to improve your scores. Well, you’re in luck. Here are our top 10 tips for acing the ACT Reading section! Tips for Reading Passages Tip #1: Start with Your Most Comfortable Subject Matter The structure of the ACT Reading section is very consistent.There will be fourtopic areasin the same order every time: Prose Fiction/Literary Narrative, Social Science, Humanities, and Natural Science.If you know that one or two of these will be easier for you to get through based on your interest in the subject matter, you should target those ones first. If, for example, you're more of a science person and end up running out of time on the last passage, you could be missing out on some easy points.Instead, you should skip straight to the subject where you're most comfortable. That way you know you’re getting the most out of your reading section score. Tip #2: Skim the Passage First (Or Skip Straight to the Questions) It’s not necessary to read the passage in full right away, especially if youstruggle with time on the ACT Reading section. One tactic is to skim first so you get a sense of the main ideas of the passage before reading the questions.The best way to skim is by reading the introduction and conclusion along with the first and last sentences of each body paragraph.You’ll save time and be able to answer most big picture questions about the passage.You can go back and read certain parts of the passage more closely later if necessary. Another tactic is to skip the passage at first and go straight for the questions.You can answer most detail questions without reading the full passage.Later, when you move onto big picture questions, you'll already have a sense of the main ideas of the passage based on what you learned in answering other questions.You can always go back and skim the passage, paying special attention to the introduction and conclusion, if you're struggling with big picture questions. Tip #3: Get Interested in the Passage It’s easy to adopt a negative attitude about the passages and treat them as a chore you just have to get through. However, you’ll have a much better time if you persuade yourself to be interested in the material you’re reading. Some of the passages present interesting information that you wouldn’t have learned otherwise. If you think of this as a learning experience, you’re more likely to absorb the material.That means a better performance on the questions and a more pleasant testing experience overall! Wear a party hat if you think it will get you in a more festive mood. If your peers judge you, just say you're going to an awesome party after the test and THEY'RE NOT INVITED. Tips for Answering Questions Tip #4: Use Connotation and Keywords When you’re thinking about how to answer a question, look for words and phrases that will help you determine positive or negative connotation as well as keywords that provide context clues about the answer.If you can figure out whether an answer should have a positive or negative connotation, this will help eliminate at least a couple of choices. If you can find keywords that indicate a contrast or a comparison in the passage (such as "however" or "rather than"), that can also lead to logical conclusions about the type of answer you want. Here's an example where we can detect connotation and use it to eliminate answer choices: The passage indicates that at the time Frank and Sigwarth presented new evidence supporting the small-comet theory, Frank most nearly felt: A. relieved but bitter about how he had been treated.B. grateful that ridicule of his work would end.C. proud that he had been proved right.D. satisfied and filled with anticipation of glory. The passage reads that after the new evidence was presented: Rather than gloating or anticipating glory, Frank seemed relieved that part of a long ordeal was ending. "I knew we'd be in for it when we first put forth the small-comet theory," Frank conceded, "but I was naive about just how bad it would be. We were outvoted by about 10,000 to 1 by our colleagues." Here, we see the words "Rather than", which tip us off to a contrast. We know for sure that Frank was NOT "gloating or anticipating glory". This means choice D can be eliminated for sure. Choice C can also be crossed out because pride wasn't the main component of Frank's feelings (as evidenced by the fact that he wasn't gloating about his accomplishment). The words "relieved" and "ordeal" show that Frank was just happy to be less vulnerable to criticism - he didn't have the energy to throw his success in everyone's faces. For the remaining two answer choices, you can see that there is a very strong adjective in the form of the word "ridicule" in choice B. This makes choice B questionable, because it doesn't seem like Frank's colleagues actually made fun of his work. They just didn't believe his theory. Choice A fits much better, and the word "relieved" is even used in the passage to describe Frank's feelings. Based on this question, you can see that paying attention to keywords is a beneficial strategy for eliminating answer choices on the ACT. Tip #5: Predict the Correct Answer When answering a reading question, try to think of the correct answer in your own words first.This will help you to avoid pitfalls with confusing answer choices.If you already have an idea of what the answer should be, you won’t get tripped up by answer choices that seem plausible but aren’t objectively correct. If the question is confusing to you, you canrephrase it in your own words before you even look at the answers to make it a bit easier. Usually, ACT Reading questions have pretty straightforward wording, but sometimes they can be confusing. If you think you might get the question muddled, write down what it's asking in your own words before choosing an answer. Tip #6: Eliminate Incorrect Answers This is the fundamental rule of ACT Reading: There's only one absolutely correct answer, and you will be able to find concrete reasons to get rid of all the other choices. Learning to eliminate wrong answers is vital because it’s much easier to get rid of the duds than to find the correct answer right away.Instead of puzzling over a couple of answers that you think might be right, you should think about why at least one of them has to be wrong.Train your focus on finding reasons to get rid of answers - every incorrect answer has something completely wrong about it. It’s your job to find reasons to eliminate answers until you are left with only one correct choice! If it helps, you can eat a milk dud for each time you eliminate a dud answer. The horrible stomachache you get later will be a helpful reminder of just how wrong the answers were. Logistical Tips Tip #7: Skip Difficult Questions If you struggle with running out of time on ACT Reading, which is one of the major challenges of this section, this tip is super important!If you find yourself lingering on a Reading question for more than 30 seconds, skip it and move on.Sticking with one difficult question for too long can jeopardize your chances of getting to easier questions later in the section. Especially on the ACT, it’s critical to have a strong grasp on time management.Since there’s only one Reading section,you need to make sure you get to all the questions.Circle the questions you skip on the first pass so that you can come back to them once you finish going through the whole section. Also, keep in mind that the ACT has no guessing penalty! If you're still totally stumped by a question after you come back to it, pick a letter at random and bubble it in. You can miss up to ten questions on the ACT reading section and still end up with a 25, so depending on what your target score is, you can give yourself some leeway for guessing. Bonus Math Question: If the correct answer choices for all the ACT Reading questions have equal chances of being correct, and you guess the same letter for 10 questions, how many points should you get, just by guessing? (Answer: you have a 1/4 chance of choosing the right answer choice, which x 10 = at least 2 points!) Long story short: guess the same letter pair (A/F, B/G, and so on) for questions that stump you and you have no idea how to answer. Tip #8: Double Check Your Answers If you have time at the end of the section, don’t waste it!Take the opportunity to go back through your answers and make sure you’re happy with all of them.This is the best way to eliminate any silly mistakes you might have made on the test. To make sure you're doing this in the most efficient way, circle any questions you're slightly unsure about in the section as you go along (even if you end up bubbling in an answer). That way you can just double check questions that confused you instead of wasting time checking questions that were no-brainers in the first place. Tip #9: Bubble at the End You can increase your efficiency on the ACT by waiting until the end of the section to bubble in all of your answers. You'll avoid looking back and forth between the test booklet and answer sheet during the test, which saves a few seconds per question.Just circle your answer choices in the test booklet when you first go through the questions. Be careful about using this tip though! You should only do it if you already know you can get through all the questions with 3-5 minutes to spare. Tip #10: Remain Calm Since there’s only one Reading section on the ACT, it’s important to keep it together and move forward even if you come across questions that stump you.Don’t let yourself get flustered by difficult questions. If you run up against something you can’t answer, just skip it and continue with the section.You might come back to it at the end and realize it wasn’t as hard as you initially thought.Confidence is key! Stay as cool as a cucumber. Are cucumbers really any cooler than other vegetables? I mean, clearly carrots and broccoli are trying too hard. But what about cauliflower? All the flair of broccoli but with a little more subtlety. I'll have to think about this. Let’s Review! Tips for Reading Passages: Start with your most comfortable subjectSkim first (or skip the passages initially and read the questions) Get interested in the passages Tips for Answering Questions: Use connotation and keywordsPredict the answer Eliminate wrong answers Logistical Tips: Skip difficult questionsDouble check answersBubble at the end Don’t freak out Remember to focus on in-depth strategies for improvement before applying these tips. You can’t just put a bandaid on a shark bite (or whatever other mortal wound you want to envision as a proxy for ACT content weaknesses).If you can master your content weaknesses AND follow these ACT Reading tips, you’ll be on your way to a great Reading score! What's Next? Looking for more ACT Reading strategies? Take a look at our articles on how to score a 36and the best way to practice for the reading section. If you want to be super prepared for whatever the test throws at you, check out my article on the hardest questions you'll see on the ACT Reading section. Here's a link to our complete study plan for the ACT so you can get started preparing for the test! Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: