Summary Of The Hanging Tree - 994 Words

If only†¦ 2015 The old grey stones of the abandoned church were only visible where the vines and moss hadn’t yet reached. The forest itself seemed to crane its neck in an attempt to envelop the solitary church standing now as the only sign of a once busy community. The stained glass windows had given way so that the vines could enter and feel their way through a place unknown and forbidden to their advances for so long. Within the church, a portion of the ceiling had collapsed and a beam of green forest sunlight illuminated the altar of the old sanctuary. Not far from this place of refuge was a barren field with no evident traces of life other than a large, crippled tree looming in the distance. Stories were told about this very tree -†¦show more content†¦I see him in the crowd – he’s the only one smiling, the only one looking me in the eyes. He knows he has won and he knows there is nothing I can do to stop my unjust death. Journal entry 19th November 1860, I know. I know who it was. I know I’m next. I know there is absolutely nothing I can do to stop this. I’m trying to embrace it, really I am but how can I just give up, knowing he took them away from me? I figured it out – I guess it is always the one you least expect. Who would have thought the friendly neighbour was capable of murder? Definitely not my beloved wife and daughter. Definitely not the police. Definitely not me. The police don’t suspect him. No - they suspect me and I have no evidence to suggest otherwise. All the police know is that my neighbour reported a disturbance in our house – I was arguing with my wife and suddenly I’m the lead suspect in a murder investigation. The murder investigation of my wife and daughter. The police are no help – I tell them it wasn’t me and that I stormed out of the house after the argument and I saw him entering our house straight after. That was the last time I saw them. The last time I saw my wife’s smile. The last time I heard my daughter’s cherubic voice. I may be innocent but I know that my hands are still stained with the blood of my family †¦ I’m still guilty. If only I didn’t start arguing with Sophia. If only I didn’t leave straight afterwards. If only I had the will to survive. I nowShow MoreRelatedMusic in Othello1633 Words   |  7 PagesAs honest as I am (2.1.199-201). The pegs to which he refers are the tuning pegs on a stringed instrument. Their love is the instrument on which Iago is planning to loosen (set down) the pegs until the harmony is turned into discord. [Scene Summary] Because no one like to be a party-pooper, Iago sings drinking songs in order to encourage Cassio to get drunk. Drinking songs tend to be rollicking, jolly justifications of drinking. Iagos first song delivers the message that life is short, soRead MoreMovie Analysis : Broadway And Google879 Words   |  4 Pagesseat online, I pursued research into the play’s origins. 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Project Reconciliation Management Project Management

Project reconciliation management is a component of Project management which arranges every one of the parts of a project. Project reconciliation guarantees smooth execution of all procedures. The deliverables here incorporate yet not restricted to Project s Charter; Scope that can be an underlying variant, management arrangement about the project .In the project management viewpoint, reconciliation includes the elements of partner the group; unite the status, and taking synergistic activities that are imperative for project fulfillment. It likewise is required for dealing with the desires from the partners who give the financial plan and prerequisites to check whether we live up to their desires and norms. 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Media and Society in Relation to Newspapers as a Form of News Media Free Essays

STUDENT I. D: 383155 NAME: EFETURI EMAKPORE MODULE: MEDIA AND SOCIETY TOPIC: MEDIA AND SOCIETY WITH RELATION TO NEWSPAPERS AS A FORM OF NEWS MEDIA DATE: 10 DECEMBER 2009 INTRODUCTION In this research paper, I am going to talk broadly on my understanding, after doing all research, of media and its effect in the society with relation to newspapers as an important and integral form of news media in the society. I will give a brief but concise introduction of newspapers in general. We will write a custom essay sample on Media and Society in Relation to Newspapers as a Form of News Media or any similar topic only for you Order Now I will talk about the importance of newspapers to the society and how over the years, it has enforced itself on the society and how it has achieved that. I will see whether theories such as the ‘Hypodermic Needle Model’ and ‘Public Sphere’ theories can be applied when focusing on newspapers. In addition, I will talk about Bignell, J (1997) and his views on ‘Media Semiotics’ concerning newspapers. In addition, to conclude this research paper, I will give a detailed explanation on what I believe should be the role of newspapers as a form of news media to the society. Whether they have achieved all that society expects from them, or, they are yet to attain that maximum point of satisfaction from the society. Lastly, I will talk about the depth in which newspapers are actually influencing the society and how they can help in changing the views of the masses thereby helping to shape up the society to becoming a more positive one. INTRODUCTION TO NEWSPAPERS A newspaper, according to the Oxford English Dictionary, is said to be a ‘’printed publication, now usually issued daily or weekly, consisting of folded unstapled sheets and containing news, frequently with the addition of advertisements, photographs, articles, and correspondence; the organization or office issuing such a publication. ’ A wide variety of material has been published in newspapers, including editorial opinions, criticism, persuasion and op-eds; obituaries; entertainment features such as crosswords, Sudoku and horoscopes; weather news and forecasts; advice, gossip, food and other columns; critical reviews of movies, plays and restaurants; classified ads; display ads, editorial cartoons and comic strips. Newspapers are very essential to the society, over the past centuries; have been relayed to the society in different ways, and have been evolving ever since. In the beginning, the first newspapers were more like government announcement bulletins and authorised by Julius Caesar. This means they were probably fully controlled by the government. This was in Ancient Rome and were called ‘’_Acta Diuma’’, they were carved in metal or stone and posted in public areas. Moveable type newspapers came during the modern era, at the beginning of the 17th century. However, the first officially recognised newspaper is that of Lohan Carolus’ ‘’Relation aller Furnemmen und gedenckwurdigen Historien__’’_, published in 1605 in Strasbourg. By the early 19th century, many cities in Europe, as well as North and South America, published newspaper type publications and the contents were vastly shaped by different views such as regional and cultural preferences. In addition, advances in printing technology related to the Industrial Revolution, enabled newspapers to become an even more widely circulated means of communication. For example, in 1814, ‘The Times’ (London) acquired a printing press capable of making a thousand impressions per minute. In newspaper production, there are different categories of newspaper printed and published for reading. We have daily newspapers, which are issued every day sometimes with the exceptions of Sundays and national holidays. There are weekly newspapers and these tend to be smaller than daily papers and in some cases, there are some papers published twice or three times a week. Then we have national newspapers, which circulate nationwide. There is also a group of newspapers, which can be categorised as international newspapers. Some, such as The International Herald Tribune, have always had that focus, while others are repackaged national newspapers or â€Å"international editions† of national-scale or large metropolitan newspapers. Often these international editions are scaled down to remove articles that might not interest the wider range of readers. Lastly, with the introduction of the Internet, Web-based â€Å"newspapers† have started to be produced as online-only publications. Virtually all printed newspapers have online editions, which depending on the country may be regulated by journalism organizations such as the Press Complaints Commission in the UK. THEORIES INVOLVED IN NEWSPAPERS AS A FORM OF NEWS MEDIA THE HYPODERMIC NEEDLE MODEL This theory, also known as the hypodermic-syringe model, is a model of communication also usually referred to as the ‘’magic bullet’’ perspective or the ‘’transmission-belt’’ model. The essence of this model hols the fact that an intended message is directly received and wholly accepted by the receiver. However, this model is rooted in the 1930’s ‘_Behaviourism’_ created by the Frankfurt School in German and is now considered by many to be obsolete. The Hypodermic Needle theory implied that mass media had a direct, immediate, and powerful effect on their audiences. The mass media in the 1940s and 1950s were perceived as a powerful influence on behaviour change. Several factors contributed to this â€Å"strong effects† theory of communication, including: the fast rise and popularization of radio and television, the emergence of the persuasion industries, such as advertising and propaganda, the Payne Fund studies of the 1930s, which focused on the impact of motion pictures on children, and Hitler’s monopolization of the mass media during WWII to unify the German public behind the Nazi party. This view of propaganda took root after World War I and was championed by theorists such as Harold Lasswell in his pioneering work Propaganda Technique in the World War (1927). He argued that the people had been duped and degraded by propaganda during the war. Lasswell based his work on a stimulus-response model rooted in learning theory. Focusing on mass effects, this approach viewed human responses to the media as uniform and immediate. E. D. Martin expressed this approach thus: â€Å"Propaganda offers ready-made opinions for the unthinking herd† (cited in Choukas, 1965, p. 5). The â€Å"Magic Bullet† or â€Å"Hypodermic Needle Theory† of direct influence effects was not as widely accepted by scholars as many books on mass communication indicate. The magic bullet theory was not based on empirical findings from research but rather on assumptions of the time about human nature. People were assumed to be â€Å"uniformly controlled by their biologically based â₠¬Ëœinstincts’ and that they react more or less uniformly to whatever ‘stimuli’ came along† (Lowery DefFleur, 1995, p. 00). The phrasing â€Å"hypodermic needle† is meant to give a mental image of the direct, strategic, and planned infusion of a message into an individual. However, as research methodology became more highly developed, it became apparent that the media had selective influences on people. The most famous incident often cited as an example for the hypodermic needle model was the 1938 broadcast of The War of the Worlds and the subsequent reaction of widespread panic among its American mass audience. However, this incident actually sparked the research movement, led by Paul Lazarsfeld and Herta Herzog, which would disprove the magic bullet or hypodermic needle theory, as Hadley Cantril managed to show that reactions to the broadcast were, in fact, diverse, and were largely determined by situational and attitudinal attributes of the listeners. PUBLIC SPHERE THEORY The notion of the ‘public sphere’ evolved during the Renaissance in Western Europe and the United States. This was brought on partially by merchants’ need for accurate information about distant markets as well as by the growth of democracy and individual liberty and popular sovereignty. The public sphere was a place between private individuals and government authorities in which people could meet and have rational-critical debates about public matters. Discussions served as a counterweight to political authority and happened physically in face-to-face meetings in coffee houses and cafes and public squares as well as in the media in letters, books, drama, and art. Habermas saw a vibrant public sphere as a positive force keeping authorities within bounds lest their rulings be ridiculed. In Habermasian theory, the bourgeois public sphere was preceded by a literary public sphere whose favoured genres revealed the interiority of the self and emphasized an audience-oriented subjectivity. Today, in contrast, there is scant public debate, few public forums, and political discussion has degenerated from a fact-based rational-critical examination of public matters into a consumer commodity. There is the illusion of a public sphere, according to Habermas. Citizens have become consumers, investors, workers. Real news (information that helps free people stay free) is being elbowed out by advice, soft porn, catchy garbage, celebrity antics, and has become infotainment, that is, a commodity competing in a mass entertainment market. It matters less whether news is right or wrong, and matters more whether it is gripping. Habermas’ sociological and philosophical work tries to explain how this transformation happened by examining a wide range of disciplines, including political theory, cultural criticism, ethics, gender studies, philosophy, sociology, istory, and media studies. The basic belief in public sphere theory is that political action is steered by the public sphere, and that the only legitimate governments are those that listen to the public sphere. Democratic governance rests on the capacity of and opportunity for citizens to engage in enlightened debate. Much of the debate over the public sphere involves what is the basic th eoretical structure of the public sphere, how information is deliberated in the public sphere, and what influence the public sphere has over society. ANALYSIS OF THE HYPODERMIC NEEDLE MODEL AND PUBLIC SPHERE THEORIES IN RELATION TO NEWSPAPERS Firstly, I would like to speak about the ‘Hypodermic Needle Model’’ before I go on to talk about the ‘Public Sphere’ theory. This theory can be linked with newspapers in concerning how it focuses on how news media influences the public in certain ways or directions and how it also has a direct, immediate, and powerful effect on the society. From what I have researched on the theory, it is clear to me that in earlier years, (the 1940’s to the 1950’s), newspapers were a huge influence on the society. This is emphasised in many different ways, which have been cited above. What was printed by newspapers in those times, whether positive or negative, was greatly accepted by the society. In fact, some theorists even claimed that people were being duped by the information being given in newspapers. Nowadays however, the society’s (though not everyone) views on information in newspapers are not wholly believed and in recent times, people have begun to question whether all written in the papers is a concentrated or a diluted version of the truth. Newspapers now have selective influences on people in the society as individuals have developed minds of their own especially since nowadays, newspapers are not so much controlled by the government as they used to be and some independent newspapers give their own opinions of certain events while others are still a little vague about passing judgment on same events. Now, I will move on to the public sphere theory. This theory can also be directly applied to newspapers. From my research, I have been able to see that once again, public sphere was taken more seriously in past decades than it is nowadays. In those periods, the public sphere was seen as an integral part of news media and controlled the excesses of the government as a good government was seen to be one that paid attention to what the public sphere had to contribute to society. Then, the public sphere had a great influence on the society. Articles were printed regularly in newspapers concerning public matters and were written with a rational and critical fashion. Nowadays however, the society has lost touch with what the public sphere was truly about and now give in to whatever ‘latest rumour’ is given out to them. The public sphere has been disregarded and has become a sort of illusion. (Habermas). There are hardly any honest public debates now, public forums have declined over the years, and sadly, political discussions have degenerated from a fact-based rational-critical examination of public matters into a consumer commodity. Now newspapers are competing against each other and now print only what they believe will sell and increase their customer range, rather than the important and crucial things that are going on in the society. THE SEMIOTIC ANALYSIS OF NEWSPAPERS In his book, ‘’_ Media Semiotics: An Introduction’,’_ Bignell (1997), discusses the ways in which semiotic analysis approaches newspaper as a medium. He considered the linguistic signs used in newspapers, the ionic and other visual signs in newspapers, and the relationship between linguistic signs and visual signs in newspapers. The medium of the newspaper is particularly interesting as signifiers are presented simultaneously thus offering a concrete display of signs which the reader can consume at his/her own pace and can also be re-read, as opposed to television or radio news which can only be watched or listened to at particular. A newspaper is not something that is just filled with facts, but it portrays news as representations produced in language and other signs like photographs. ‘’A semiotic analysis will therefore include discussions of the connotations of linguistic and visual signs used in news stories. ’ Bignell (1997:79) The process of selection is central to the production of all newspapers. This involves selecting events which are considered to be worthy of being printed as news, and excluding news which is considered to be irrelevant, insignificant or unworthy of news coverage. Thus news is a social construct dependent on what is deemed important by those who work in the â €˜news industry_’_ based on certain codes of behaviour, which have been learned by news workers in order to do their job. The codes of behaviour undoubtedly depend on the particular newspaper for which they are working. The reader comes to the newspaper with a set of codes with which to decode the text, and these codes may differ from individual to individual. This leads to the point that the text is open to a variety of interpretations depending on the ideological standpoint of the reader, and whether the reader is familiar with the newspaper and the codes which it employs to communicate the ‘news_’_ which it has selected. Connotations of the linguistic and visual signs that are presented by newspapers are central to the meaning of the news item to the reader. The connotations of the news item are perceived within a coded framework and there are recognisable codes within different newspapers. It is clear that different newspapers use particular narrative codes when representing the same item of news. The headlines are linguistic syntagms, which aim to attract the attention of the reader to the topic of the news story, and the linguistic signs that are employed in the headline suggest to the reader the appropriate codes that are needed to understand or decode the news item. It is clear that the newspapers use different linguistic codes as a means of representing the news item. For example, and in further discussion and differentiation, we are going to be focusing on three major newspapers in the UK- ‘_The Times’, ‘The Telegraph,’ _and ‘The Sun’. ‘_The Times__’_ and ‘_The Telegraph__’ are similar in their use of language. However, both differ dramatically with ‘The Sun__’_. It is clear that The Sun uses orally based vocabulary, and dramatic and sensational language. Another drastic difference between the newspapers representations of news items are the typographic devices used to break up the text. Again, ‘_The Sun__’_ differs dramatically to ‘_The Telegraph__’_ and ‘_The Times__’_ using bold text to start the article, serving to extend the role of the headline in attracting the attention of the reader to the topic of the news story. The use of bold and one word sub-headings which are employed throughout the text serve to direct the reader in making meaning of the text and make blatantly obvious the points which the newspaper deem to be of particular significance to the understanding of the news item. _The Telegraph__’_ and ‘_The Time’s_ do not employ the same typographic codes as ‘_The Sun__’_, apart from bold type which is used for the headline, and the bold type used to name the journalist/s of the article. The narrative of the news story uses the same type and size of font throughout the item. Arguably, this connotes authority and formality to the reader, which is also demonstrated by the fairly long se ntences, the correct spellings, and the lack of colloquial language that is used in ‘_The Sun__’_. This perhaps implies that the ‘quality_’_ press such as ‘_The Times__’ and ‘The Telegraph__’_ provide better news than tabloids such as ‘_The Sun__’_. However, this kind of value judgement is inappropriate as both types of newspaper are constructions of the news with the ‘quality’ newspapers aiming to connote authority and formality and the ‘popular_’_ tabloids aiming to connote an attitude of ‘telling it how it is. _’_ Thus, both types of representation of the news items present mythic meanings. Linguistic and typographic codes are not the only codes employed in newspapers. Graphic codes must also be considered. The photographs used in the newspapers have also undergone a process of selection. One image will be chosen over another as it connotes a message that the selectors of the photograph want to communicate. Barthes (cited in Bignell, 1977:98) suggests that the newspaper photograph is ‘an object that has been worked on, chosen, composed, constructed, treated according to professional, aesthetic or ideological norms which are so many factors of connotation. ’_ The ‘treatment_’_ of photographs, which is referred to by Barthes can be seen in the different newspapers that I have chosen. Interestingly, each version of the news item has used the same photographs, but treated them differently according to the required connotation. Again, The Times and The Telegraph use similar codes and The Sun employs a drastically different strategy despite using the same original photographs. The most drastic difference is that The Sun presents the photographs in colour, connoting realism and the dangerousness of the offender. This is also connoted by the size of the photographs, with the graphic representation dominating a large proportion of the overall available space on the page, which is another drastic difference between The Sun’s representation of the news item and the other two newspapers. Despite these major differences, it is significant that the newspapers have all used the same photographs, and it is interesting to look at why these particular photographs might have been chosen. Paradigmatically, photographs involve connotations, and thus the significance of the particular photographs, which have been chosen, can be seen more clearly when considering what other paradigmatic connotations might have appeared in their place. As Bignell (1997:99) suggests, the caption underneath the picture enables the reader to ‘load down the image with particular cultural meanings and the photograph functions as the proof that the text’s message is true. _’_ The pictures are also shown in different contexts in the three newspapers with ‘_The Sun__’ using a different strategy to ‘The Telegraph__’_ and ‘_The Times__’_. _The Telegraph__’_ and ‘_The Times__’_ use similar sized pictures of the individuals involved. In ‘_The Sun__’,_ the size of the photographs of the individuals differs considerably. This discussion of several newspapers’ representations of the same news item show how semiotic analysis can determine the meanings of such news items, as a result of the linguistic and visual signs used within the texts. However, semiotic analysis cannot determine how an individual reader might interpret the representations of the news items in a real social context. Semiotic analysis does offer an insight into the factors at work in the production of a news item and distinguishes the various codes, which are employed by different types of newspaper when representing a particular news item. CONCLUSION To conclude this essay, from all that I have researched, I now know that newspapers have indeed come a long way I am going to give my opinion of what I believe should be the role of newspapers as an integral form of news media to the society. Newspapers are expected to keep the people informed about the political activities of their government. They should give in detail, the statements of speeches made by the rulers at public meetings or on the radio or television. They should also report the activities of political parties and leaders. Standard newspapers should be able to criticize the policies and statements of the government or of the political parties in a fair and just method. Newspapers should also describe the economic policies of the government. For example, they should describe its import and export policies, its plans for future economic development, and the prices of different things fixed by it, and so on. In addition, newspapers should always report in detail, the economic policies of the government in the fields of agriculture, industry, and commerce, should be more detailed about matters concerning the problems of labors, farmers and other working people, and suggested their solutions. Newspapers should give a true and correct picture of society. They should describe the activities of the people in different fields like education business industry, law, medicine, science, and so on and also tell us about the activities of students and teachers, businessmen, industrialists, lawyers, doctors, scientists and all categories of working people. They should convey information regarding the different crimes taking place every day. Newspapers ought to tell about the political, economic, and social changes in different countries and give descriptions of changes in government and revolutions in different parts of the world. Lastly, they should give descriptions of changes taking place in other societies in education, science, and medicine industry agriculture and defence preparation. These are a few suggestions I believe that are suitable ideas and courses that newspapers should begin to focus on instead of the media frenzy seeking status they seem to be attaining nowadays. I do not believe that newspapers have reached the point of maximum satisfaction in the views of the society. Centuries ago, it was understandable that newspaper agencies could only print certain facts as some of them or most of them were government owned and operated. However, with freedom of journalism, one would expect that they would become more transparent in the way they convey out news to the society. However, news relaying has been turned into infotainment. It matters less whether news is right or wrong, and matters more whether it is gripping and this is not the ways newspapers should be going nowadays. Newspapers are probably the main source of handy information that provides up-to-date information on a daily basis that everyone can afford to buy. It gives the sophisticated approach towards life in social, political, economical and entertainment framework. Provide knowledgeable information available to all ages and societal status. Newspapers influence the society greatly because it is not necessary that everyone have TV, or internet resources, radio, as these are the technological resources, but everyone gets to read the newspaper every now and then. Newspapers are the global need of every culture, and should therefore promote freedom of journalism to project the truth in the society. BIBLIOGRAPHY Bignell, J (1997). Media Semiotics: An Introduction. Manchester: Manchester University Press. 79-98. Carlos Hurworth. (2009). How the News Media Controls Society. Available: http://www. helium. com/items/1534166-how-the-news-media-controls-society. Last accessed 13 Dec 2009. Farlex. (2006). Role of News Media. How to cite Media and Society in Relation to Newspapers as a Form of News Media, Papers

An Open Letter to Ninth Graders free essay sample

I am one of the co-editors of What Is â€Å"College-Level† Writing? —a 2006 collection of essays that focuses on the difference between high school writing and college-level writing. Because of my work on that book, I’ve spent a great deal of time in the last five years thinking about what students need to make the transition from high school to college. Many studies and reports in recent years have argued that there’s an important â€Å"expectations gap† between the skills students are typically bringing to college and what college teachers like me think students should be bringing with them to college. This letter is an attempt to state those expectations clearly, at least from my perspective. I offer you my advice and encouragement as you embark on your high school career because I think there’s a lot that you can do on your own to get ready for college. A good place to start is with some advice from Stephen Covey’s book The Seven Habits of Highly Effective People: â€Å"Begin with the end in mind. † I am advising you to set clear and specific long-term goals for yourself and then work incrementally over a period of time to meet them. I would like to provide you here with a number of specific goals that you can work toward over the next four years. Let’s begin with perhaps the most fundamental of all college-readiness skills— reading. Reading Reading comprehension, as measured by standardized tests like the SAT and the ACT, is certainly an essential college-level skill. Students in college are required to read an enormous amount of material across a formidable range of disciplines, and college students must be able to understand and engage with this material thoughtfully. Reading is a foundational skill that makes success possible in virtually all areas of your college education. Strong reading comprehension skills, though, do not in themselves guarantee that you are ready for college. The best college students I’ve worked with over the years have had a number of other reading-related strengths in addition to strong comprehension skills, and I would like to briefly outline them for you here. Remember, you have four years to work on these. Students who are ready for college like to read. If you don’t like to read, you are going to find college very difficult. Students who are ready for college have read some good books as well as some important books while they were in high school. I’m not suggesting that you need to follow any particular or prescriptive reading list, like the one that literary critic E. D. Hirsch includes, for example, in Cultural Literacy. But a high school student who is ready for college should have some sense of our shared intellectual and cultural history, as well as at least some exposure to work outside the Western cultural tradition. A high school student who is ready for college should be able to recognize and respond in some thoughtful way to, say, a reference in a lecture toKing Lear. Ideally, a student ready for college would have some visceral sense of what Lear feels like as a dramatic experience and as a point of reference in our common heritage. The same can be said about the book of Job, Toni Morrison’sThe Bluest Eye, Cervantes’s Don Quixote, Willa Cather’s My Antonia, Gabriel Garcia Marquez’s One Hundred Years of Solitude, and Richard Rodriguez’s Hunger of Memory, among others. Students who are ready for college read for pleasure. Reading is not something that a student who is ready for college always associates with â€Å"work,† â€Å"discomfort,† â€Å"inconvenience,† or â€Å"pain. † Students who are ready for college enjoy reading. Being able to enjoy reading is often the result of a long engagement with books and the written word that cannot be replaced by â€Å"cramming† or taking special college preparatory classes. The students whom I have found to be most ready for college have loved books and loved to read. If you don’t love to read, you will probably be confused and frustrated while at college. Reading is perhaps the most paradigmatic activity of a liberal arts education. It is where learning begins at college. You have four years to learn to love to read. Writing Strong writing skills are, of course, essential to college success. As a longtime composition instructor, I know that there are many things that high school students can do to become strong writers. First of all, you should expect any piece of serious writing to require considerable effort. Students who are ready for college routinely plan to produce multiple drafts of essays; expect to read and reread assigned texts; expect to think and rethink key ideas they are exploring in their essays; and routinely ask friends, family members, tutors, and professors for feedback about their work. High school students who are ready for college know that good writing does not get produced without considerable effort, and they are willing to make that effort. Most of the time they do such work enthusiastically. Students who are ready for college come to college interested in learning how to become better writers. Many of the most problematic students I’ve encountered in my teaching career come to college unable or unwilling to believe that they have anything left to learn as writers. (I’ve been writing seriously now for about thirty years, and I’m still actively looking for ways to become a better writer. ) Students should come to college with the understanding that they have a great deal to gain from listening to their professors as they discuss and evaluate their written work. In fact, students who are ready for college understand that this is where much of the most important learning in college takes place. A whole range of behavioral and attitudinal qualities are also essential to anyone who hopes to be a successful college-level writer. English professor Kathleen McCormick described these qualities memorably in an online exchange among contributors to What Is â€Å"College-Level† Writing? Commenting on an essay by Kim Nelson—a student whose contribution to the volume described the process of completing a college-level essay on J. R. R. Tolkien—McCormick wrote, Let’s begin by listing many of the skills with which Kim entered college. I think they should be divided into two types: behavior skills and writing skills. Behavioral skills are not exclusive to college-level writing, but without them, it is hard to achieve anything, and they are skills that few of us articulate as explicitly as Kim does, so I think they deserve to be underscored: Work through â€Å"panic† and refuse to procrastinate. Pace yourself to work on assignments for an extended period of time. Find others to help you (parents, teachers, friends at dinner, tutors at the writing center). Recognize that a critique by a professor, while initially disheartening, is helpful. Initiate repeated visits to the professor. Value intellectual work and collaboration and validation more than the grade. Brainstorm in note form. â€Å"Bang out† an outline and critique it. Choose quotations. Develop a thesis. Transfer writing skills learned in high school to the college situation. Maintain sensitivity to language use. Reread texts you plan to write about; underline. Do library research. Listen to multiple levels of textual analysis. Rewrite and revise your thesis and writing. Thinking I would advise you to seek out classes and learning experiences that challenge you. Research is beginning to show us that the brain responds in very powerful and positive ways to cognitive challenges. Don’t limit yourself to subjects or activities that are familiar or easy. Students who are ready for college bring with them a curiosity about ideas and an interest in encountering new ways of looking at the world. In fact, one of the reasons they come to college in the first place is to expand their minds, to encounter new ideas and perspectives, and to grow. High school students who are ready for college have genuine curiosity about the world and the people in it. Do you? Listening Listening is a vastly undervalued and underappreciated skill in our culture. Strong listening skills (and the patience and empathy that make listening possible) will be enormously valuable to you in all areas of your life, in college and beyond. Listening skills will certainly help you move toward a more open and welcoming engagement with the world and with others. Strong listening skills also make possible healthy, positive, respectful human relationships. Much of college success depends on establishing strong working relationships with professors, college staff, and fellow students. Such relationships are built, of course, with strong listening skills. Students who are unable to listen are typically unable to learn, for all the obvious reasons. Good listeners bring to any interaction with others a number of important qualities, including patience, empathy, personal generosity, emotional intelligence, and respect for others. Good listeners are also able to suspend an interest in themselves and focus instead in respectful ways on what others think and feel. Students who are ready for college have done some of the important personal work that makes this possible. Listening is a skill, like many others, that improves with practice, and one can become a better listener simply by endeavoring to be one. â€Å"Grit† â€Å"Grit† is another quality that is vitally important for college readiness. Researchers who use this term suggest that it includes self-discipline, perseverance, and passion. As psychologists Angela Duckworth and Martin Seligman note in their recent essay â€Å"Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents,† grit appears to be at least as important to academic success as IQ or â€Å"smarts. † In fact, all high school students should hear what Duckworth and Seligman have to say about self-discipline: Underachievement among American youth is often blamed on inadequate teachers, boring textbooks, and large class sizes. We suggest another reason for students falling short of their intellectual potential: their failure to exercise self-discipline. . . . We believe that many of America’s children have trouble making choices that require them to sacrifice short-term pleasure for long-term gain, and that programs that build self-discipline may be the royal road to building academic achievement. Any student is capable of bringing a quality of joyfulness to their work at college, and the same can be said for the qualities of selfdiscipline, perseverance, and passion. Without these qualities, students can only be considered ready to be bored, lost, angry, or confused at college. Attitude Toward College Drinking, socializing, and taking reckless advantage of â€Å"freedom† on campus lead many students to squander their time at college. I’ve seen many young men and women trapped in a protracted adolescence that often lasts well into their late teens, early twenties, and beyond. As teachers, we want students to have a youthful spirit (however old they may be), but we also want them to bring maturity to the college enterprise. Some students, usually as a result of difficult life experience, arrive at college with such maturity. But many do not. In my experience, mature students are often able to engage with college in very productive ways. Those who do not bring such maturity, however, typically cannot. Such students often find themselves confused or angry or without any real direction. You also need to understand that the chance to attend college is an opportunity of incalculable value. Because many students take this opportunity for granted, I recommend that community service be a required part of every high school student’s preparation for college. Community service is an excellent way for you to begin building a balanced and mature perspective on life. Such a perspective will be invaluable to you when you attend college. Determining Readiness I have developed a checklist of the college-readiness skills described in this article. You can use this practical document to track your progress in high school and ensure that you are ready for college by the time you graduate. Visit here to view and print the checklist. Remember: you have four years to develop the skills that you will need to succeed in college. Patrick Sullivan teaches English at Manchester Community College in Connecticut. He is the editor, with Howard Tinberg, of What Is â€Å"College-Level† Writing? Reading Comprehension questions: Answer the questions below using evidence from the text in your responses where aplicable. Each response should be no less then four sentences.