How to prepare?\nHow to write and read or what?
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I'm an SAT tutor and basically what it comes down to is practice. Get yourself a review book (you can find them in any bookstore - Barrons, Kaplan, Princeton Review, etc) so you can familiarize yourself with the types of questions you'll see on the SAT. If you can, take a diagnostic test to see what areas you're strong in and which areas need work. Then practice. Take at least one timed practice exam so you can learn how to pace yourself. If you've already taken the SAT and want to improve, look at your score reports and see where you need the most work. Then do a lot of practice problems. \nThere are also courses, but they can be expensive.
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If you have not been given a specific theme to write about then choose a subject which interests you (writing about what you know is easier than something of which you have little  knowledge ). Use the web to get information to support your writing (DO NOT copy verbatim, use it to stimulate ideas). Decide if you are going to just be informative or whether you wish to support a debate or pose a question on the merits or otherwise for said subject. Think carefully about the subject matter and whether it would be suitable to use in an essay which remember will be marked by teachers. An essay is usually written in the third person but if it is of the form of a journal then you can use the first person, such as 'one', 'I' etc. If you use quotes from researched material always credit the work, ie name the source;- book, web page, author.... . Good luck, you will find it immensely satisfying to research something of interest to you, but remember it is an essay and not a book. If you have not been given a restriction on number of words keep the prose full but tight. No huge amounts of preamble, going off the subject or endless repetition none of which will inspire the reader.
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make a schedule for each subject, u have full one year which is sufficient.u have the idea on all the chapters in each subject.analyze your strong and weak chapters .refine ur strengths and strengthen ur weaknesses.one moves from weaker to stronger side just by understanding what is unknown. devote time and understand well.look at the previous trends in paper setting.strategize on these and u will be a doc.goodluck
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Title Talk: Prereading that focuses on the title of a literary text gets students thinking about the text to come. Such thinking teaches them how to generate ideas, make connections and predictions. Here is a recent example form an initial discussion of Lord of the Flies. \n\nUse Visual Aids to Improve Instruction: I copy most of the different Tools for Thought onto transparencies. Depending on the activity, I project the organizer onto the whiteboard or the overhead screen. Here you see it projected onto the whiteboard so I can model for them how to fill in the outline. I used the graphic organizer to take notes for what we were doing that day; then had my Reading Workshop students do the same so they could improve their notetaking skills. \n\nInvolve the Students in the Assessment Process: My students and I created this rubric through collaboration. They came in with their papers (Weekly Paper assignment) then got into groups. They were supposed to read through and identify the important areas of a good paper and the criteria for each category. I used the board to take notes on what they said and provide structure to the discussion. I then used these notes to create the rubric we used for the Weekly Paper. \nClassroom Connection: I am often asked what my classroom computer set up is. This is what it looks like. It is an iMac DVD edition with a T-1 Internet line and supporting connection to the overhead monitor. This meets most of our needs. Students can, for example, do work elsewhere and send it to the class computer (room82@englishcompanion.com) to print or present.\nUse the Board: Though it will not make much sense here, I wanted to include this example of my use of the board. We were discussing how one chapter in a book can build on or be related to the previous one and/or those which came before it. The image here is one I draw as I talked; thus I used the board to support/narrate what I was saying. The arrows are meant to show how themes (e.g., change) run throughout the stories we were reading. "Kim," "Ana," and "Wendell" refer to (and the boxes represent) different stories/chapters in the book Seedfolks. When the next class comes in, I erase this and start over. I find it does not work to refer to it as a static drawing/diagram in subsequent periods. Also, the act of drawing it makes the teaching more active and makes my thinking more visible. \n\nUse Multiple Means to Deliver Instruction: In the picture below I am using the overhead to model how to do an assignment in my reading workshop. I photocopied the assignment to a transparency and modeled how to do the assignment. Then I had them try one. We discussed what they came up with, critiqued their responses, then continued for independent practice while I moved around to support them. So students have information to help them on this assignment on the whiteboard, on the overhead, on their handouts, and through my voice. This is not what we do every day. I only use so many modalities when teaching something specific which they need to process by multiple means if they are to learn it. \n\nUse Reciprocal Teaching: These students in my freshman honors English class work together (as everyone else in class is doing) to read, discuss, and make notes using a graphic organizer designed to help them learn who all the characters are. The novel Jasmine, which we read as part of their integrated world cultures course (taught by the Social Studies teacher), has many characters, jumps in time, and shifts in location. I used reciprocal teaching here to allow students to get a solid understanding who is who and how the text works before moving ahead in the text. Setting up a good foundation early on prevents confusion and problems later.\n\nUse Student Exemplars; In my freshman honors English class we have worked hard to learn how to read more closely. Each Friday I give them a poem (click here to see an example of one of the weekly poem assignments,
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You're doing it right now! A friend of mine once told me the secret to becoming a writer: Just write. And keep writing. Share it with the world. Start a blog. Write essays. Listen to the feedback. And don't stop writing no matter what.
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well this is how i usually do it. first read and understand what u need 2 study then suummryz what u r gona stdy hope it helpzzz good luckkkk
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When writing, make sure to pay careful attention to:\n\n1.SUBSTANCE\n\nSubstance refers to the content of the essay and the message you send out. It can be very hard to gauge in your own writing. One good way to make sure that you are saying what you think you are saying is to write down, briefly and in your own words, the general idea of your message. Then remove the introduction and conclusion from your essay and have an objective reader review what is left. Ask that person what he thinks is the general idea of your message. Compare the two statements to see how similar they are. This can be especially helpful if you wrote a narrative. It will help to make sure that you are communicating your points in the story. Here are some more questions to ask yourself regarding content.\n\nHave I answered the question asked?\n\nDo I back up each point that I make with an example? Have I used concrete and personal examples?\n\nHave I been specific? (Go on a generalities hunt. Turn the generalities into specifics.)\n\nCould anyone else have written this essay?\n\nWhat does it say about me? After making a list of all the words you have used within the essay -- directly and indirectly -- to describe yourself, ask: Does this list accurately represent me?\n\nDoes the writing sound like me? Is it personal and informal rather than uptight or stiff?\n\nRegarding the introduction, is it personal and written in my own voice? Is it too general? Can the essay get along without it?\n\n\n2.STRUCTURE\n\nTo check the overall structure of your essay, conduct a first-sentence check. Write down the first sentence of every paragraph in order. Read through them one after another and ask the following: \nWould someone who was reading only these sentences still understand exactly what I am trying to say? \nDo the first sentences express all of my main points? \nDo the thoughts flow naturally, or do they seem to skip around or come out of left field? \nNow go back to your essay as a whole and ask these questions: \nDoes each paragraph stick to the thought that was introduced in the first sentence? \nDoes a piece of evidence support each point? How well does the evidence support the point? \nIs each paragraph roughly the same length? Stepping back and squinting at the essay, do the paragraphs look balanced on the page? (If one is significantly longer than the rest, you are probably trying to squeeze more than one thought into it.) \nDoes my conclusion draw naturally from the previous paragraphs? \nHave I varied the length and structure of my sentences? \n\n\n3.INTEREST\n\nMany people think only of mechanics when they revise and rewrite their compositions. As we know, though, the interest factor is crucial in keeping the admissions officers reading and remembering your essay. Look at your essay with the interest equation in mind: personal + specific = interesting. Answer the following:\n\nIs the opening paragraph personal? \nDo I start with action or an image? \nDoes the essay show rather than tell? \nDid I use any words that are not usually a part of my vocabulary? (If so, get rid of them.) \nHave I used the active voice whenever possible? \nHave I overused adjectives and adverbs? \nHave I eliminated clichés? \nHave I deleted redundancies? \nDoes the essay sound interesting to me? (If it bores you, imagine what it will do to others.) \nWill the ending give the reader a sense of completeness? Does the last sentence sound like the last sentence? \n\n4.PROOFREADING\n\nWhen you are satisfied with the structure and content of your essay, it is time to check for grammar, spelling, typos, and the like. You can fix obvious things right away: a misspelled or misused word, a seemingly endless sentence, or improper punctuation. Keep rewriting until your words say what you want them to say. Ask yourself these questions:\n\nDid I punctuate correctly? \nDid I eliminate exclamation points (except in dialogue)? \nDid I use capitalization clearly and consistently? \nDo the sub
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easy, all what you need to do is a plain paper, the module questions, and a pen. make a list of all things that you want to include in terms of issues that must be covered, and decide the books that you should use as references. then get started with an intro that is short, simple but give a brief descripton of what you want to write about then you will find yourself that you have done already a great part of the work. hope that was useful
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just write what you understand.\nthats the whole point.
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Study. Know your stuff. Take notes well. Study. Get a study group. While you can have your book there, you need to know where everything is or you'll take up the whole time.\n\nGood luck!
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Read as much as you can. By reading the work of good writers, you will absorb some of their writing styles and structures. I recommend F. Scott Fitzgerald and the short stories of Alice Munro.  Get a good grammar book and do the exercises that teach how to write correct sentences. See if you can take a grammar course.
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First, be sure to spell it correctly: questionnaire. Then figure out what you want to learn from the questionnaire and how you are going to distribute it and collect the answers. Then write the questions.
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Make a list of everything you have the right to do and a list of everything you must get permission to do. Something in those lists will click your writing imagination. NO one can tell you what to write because if they do you only have the first step of the writing process. You must be confident in your own work to make the grade.
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you can find a very good tutorial at the link.\n\nNo need to write whats already writtenm =)
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make in into a story.\nfor example if you need to remember this words:\nphone-book\nhouse\nruler\nphone\ncoffee\n\nmake it into a story like this:\none day i open the PHONE-BOOK because i was looking for a HOUSE. i was scanning the pages with a RULER when the PHONE rang. when i reached over to answer it, i knocked over my cup of COFFEE.\n\ni tried memorizing 40 words in this manner and was done with all 40 words by the time my friend got back from the washroom. its interesting and effective. TRY IT! =)
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Stay on Top-ic\nHow would you like to prepare a presentation in half the time and with better results? Do you think this is possible?\n\nIt's all a question of getting organized, even for a one page paper, or a 10 minute presentation. There is a basic technique which works well for the preparation of many presentations, reports or articles:\n\nChoice of topic, brainstorming, research on the Internet and in libraries etc., sorting, table of contents with chapter headings; key words for the chapters; writing the chapters; conclusion; thinking of more interesting headings or a better title. \n\nThis principle is valid for the preparation of both, spoken and written presentations.\n\n1 The Topic\nFirst you need a topic. If the topic is not given, you can use a working topic at first and find a more attractive one later, e.g., working topic,  How One Can Use a Towel.\n\n2 Brainstorming and Research\nWrite down all ideas for the topic which come to your mind, without judging them. Have fun with it, be inventive, creative, even silly. E.g. for drying skin, body, ink; for making a sun roof; for cleaning the floor, the car, the sofa; for carrying laundry or other things in it; for playing a trick on the teacher; for making a jacket; for filtering water, etc. Research all possible sources, make notes.\n\n3 Sort\nSort out the ideas from your research notes and your brainstorming you want to consider, e.g. drying things; carrying things etc. You may not want "playing a trick on the teacher." You may want to limit your ideas to very few examples, if you want to write a brief report or article.\n\n4 Make a Table of Contents\nThe general order is:\nA Introduction, \nB Main chapters or main paragraphs,\nC Conclusions. \n\nNote down in key words the thoughts, ideas and facts you want to place in each section of the table of contents. This helps you to avoid unnecessary repetitions. Do not start to write the introduction or the chapters, before you have the table of contents.\n\nExample: I once saw a book with excellent material, but the writer had not made a table of contents before he started writing. The result was that he repeated the same thoughts in different words all over his book, which is boring to the reader. To repair the repetitions, when the book is done, is hard, hard work and sometimes impossible. It is much easier and better to do the table of contents and then start writing. When writing books, the table of contents may sometimes change in sequence while writing the chapters.\n\n5 Introduction\nE.g. ask a thought provoking question as introduction for a report: Is a towel merely good for drying the skin? Yet, do not give the real answer here, but later. Or give a funny answer. \n\nOr state a problem you have come across, e.g.: There are people having too many towels, these could serve others, who need them, in many ways. \n\nIn the introduction, you have to get the attention of your audience or readers! Be thought provoking, funny or original: Today, I wanted to tell you about my towel I wore on my head (everybody may wonder what this is all about).\n\n6 Main Chapters or Main Paragraphs, Headings\nChapter 1 - Towels in the House\nChapter 2 - Towels on the Beach\nChapter 3 - Towels on Boats\nChapter 4 - Towels in Space Crafts\netc. \nE.g. you want to cover the towel colors in Chapter 2, the quality of towels in Chapter 3, and the size of towels in Chapter 4, instead of a more tiring approach to cover all three thoughts in every chapter.\n\nRethink Topic\nIn the end, you may sometimes want to formulate the headings for these chapters or paragraphs with more variations. Instead of saying "Towels in....," "Towels on....," you may say, "Beach Towels," or, "Is there Space for Towels in Space Crafts?"\n\n7 Conclusions\nHere you summarize what you found and elaborate on it, or you state what you feel is further interesting, e.g. the space for towels in space crafts, if you have not
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I'd start by learning the english language and how to write it. That way, maybe someone could understand your question.\n\nIf you use proper spelling, learn how to structure a sentence, then maybe you'll get an answer to your question!