#(the essays are six questions that I have to write in paragraph format about from the text material. its not that hard but it is hard to

[lilja4ever]

I have to write four essays worth of content in three days,.,,..............

[pan-fangirl-345]

Books Bring People Together

Summary: A frustrated and stuck Kaminari comes to you for help, and it somehow blooms into something else along the way.

TW: I made Kaminari ADHD, so I'm sorry if there's anything wrong, I went off what my ADHD friends do and what a medical site told me. I myself am not ADHD, so again, I apologize if there's anything wrong with this. Small swears, and Mineta, which should be a warning in and of itself.

A/N: I have had this half-baked idea stuck in my head for months and I wanted it out, so I am giving you all this!

"Hey, um, (Y/L/N), can I ask you something?" Kaminari asked, sliding into the chair across from you at the common room table.

"Sure, what's up?" you asked, setting your pencil down on the paragraph you were reading.

"Um, this is kind of embarrassing," Kaminari admitted. "But, um, I'm having a really hard time with English right now, and I know that you're right behind Bakugou in grades."

"Where are you going with this Kaminari?" you asked, crossing your arms in front of your chest.

You had heard things about Kaminari, and after meeting Mineta and knowing that Kaminari hung around with him, you didn't have the best impression of him. You had just been placed in Class 2-A, and so far you had mostly hung around with what the other students were calling the 'Dekusquad'.

"I need someone to tutor me," he admitted. "Normally English isn't all that hard for me, but Shakespeare is whack and I don't understand half of it."

"You want me," you started, "to tutor you. Why not ask Bakugou? Isn't he your friend?"

"Yeah, but . . . Bakugou has . . . harsh methods, and I need someone who won't treat me like an idiot," Kaminari confessed.

"Alright," you relented. "Why don't we get started now? Do you have anything going on?"

"No, this takes precedent," Kaminari said, rushing to grab his things.

"Alright, here's my question for you," you said when he propped his book open. "Why don't you understand?" You saw the look on his face change and you winced. "Sorry, sometimes I have a hard time controlling the tone of my voice. Let me rephrase that question." You paused for a moment, thinking of the right words before you said, "What about this don't you understand? What's the one thing about this that trips you up?"

"The formatting for one thing," Kaminari grumbled. "Why the hell is printed like that?"

You chuckled, brushing hair out of your face. You had thought the same thing the first time you had read Shakespeare.

"Alright, how about you just read, and then you can ask me any questions while I work on my own stuff, alright?"

"That sounds like it might work," he admitted.

"If that doesn't work, feel free to let me know," you told him. "This is about what helps you remember the material better."

"No, like I said, normally this is really easy for me," Kaminari said. "Let's try it."

"Alright, and remember, if you have any questions, I'm right here."

"Thanks (Y/L/N)," he mumbled.

"Of course, I wouldn't be much of a hero if I couldn't help people, right?" you mused, smiling at him.

"R-Right!" he chirped, grinning back at you.

You both worked in silence for a little bit before Kaminari leaned back in his chair, rubbing at him eyes.

"You okay?" you asked.

"Yeah, sorry, I'm ADHD, so sitting still and trying to read this is a little hard," he confessed. "And I might be dyslexic, I've never been tested but sometimes reading is hard for me."

You frowned, biting the inside of your lip, running the situation through your head.

"What if I read it to you?" you asked, looking up from your chemistry homework.

"How? It's a play," Kaminari said.

"I used to be in a drama club in middle school," you told him. "It's set up like a script, or if we don't have the energy to act it out, it's not hard to pretend that it's a regular story."

Kaminari stared at you for a moment before he nodded.

"Yeah, yeah I think that might work a little bit better than me staring at the same paragraph for fifteen minutes without actually reading anything."

"What part are you on?" you asked Kaminari, moving to glance over his shoulder at the page.

"Portia is trying to convince Brutus to tell her what's going on in her house. I think."

"Oh, I adore this part," you muttered, mostly to yourself. "Alright, what has you stuck?"

"This part. 'I grant I am a woman; but withal A woman well-reputed, Cato's daughter. Think you I am no stronger than my sex, Being so father'd and so husbanded? Tell me your counsels, I will not disclose 'em: I have made strong proof of my constancy, Giving myself a voluntary wound Here, in the thigh: can I bear that with patience. And not my husband's secrets?' I don't entirely understand what she's saying."

Wow, English must've been his thing, he didn't mess up a single word, and he was able to read it fairly fluently, everything considered. It might have taken him a little longer than normal, but he had nailed it.

"Okay, so she's basically telling Brutus that she won't tell his secrets if he tells her what's going on, it doesn't matter if she's a woman or not."

"What was with the voluntary wound thing?"

"So, it depends. Sometimes, in plays, the women playing Portia will have a fake knife and stab themselves in the thigh, other times they pretend to slice themselves, depends on the director," you told him. "She basically cut herself on the thigh and said, 'If I can handle this I can handle whatever's going on inside your head.' Do you understand?"

"Yeah, but damn, this woman is a badass," Kaminari said, staring down at the pages."

"Right? Some people read that as psychotic, but it's Shakespeare," you told him, "everything in Shakespeare is psychotic to some extent."

"That's fair. Thank you for explaining that to me," he said.

"Of course, that is why you came to me," you replied, laying a hand on his shoulder for a moment before you moved back to your seat.

Kaminari, despite the things you had heard, was actually quite intelligent, it just took him a little longer to get the answer sometimes.

"Thank you so much for helping me," Kaminari murmured. "You were super helpful."

"Of course, I actually enjoyed helping you," you told him. "And if you need any more help, please, let me know."

"I will, thank you so much (Y/L/N)," Kaminari repeated.

"Have a good night Kaminari," you told him.

"You too!" he chirped before he headed up to his room.

You sat down at the table again, staring at the chemical formula in front of you.

So, if zinc only had one charge, positive two, and it was combined with thiosulfate, that meant that there shouldn't be the need for two of the zinc atoms, they would make the charge neutral.

You wrote the answer down, checking the textbook to make sure you were right. Polyatomic ions were a little more complicated than monoatomic ions.

There were only a few more questions, and then you could go to bed too, and you just hoped that there were no trick questions.

You were the last one in the common room, as usual, despite assuring Iida that you were right behind him when he went to bed an hour ago.

"Alright (Y/F/N), time for some good sleep," you muttered, shutting your book and gathering your supplies.

~~~~~~~~~~~~~~~~~~~~~~~~~

You had been tutoring Kaminari for about six weeks, and he was definitely smarter than people gave him credit for. Sometimes he just needed a few minutes to think, or he needed something explained to him in a different way than everyone else.

Sero had been joining your little tutoring sessions too, and you had started doing them in Sero's room, since there were things Kaminari could mess with while he studied, and it was an environment where he didn't feel the need to prove himself.

"Hey, (Y/L/N), can you help me with this problem?" Sero asked, waving you over.

"Of course, what are we working on?" you inquired.

"Polyatomic ions, again," Sero said. "I need this extra credit."

"Alright, which one are you stuck on?"

"How do I figure out which Roman numeral goes here? Gold has multiple charges."

"You work backwards," you told him. "When you look at the formula, you need to figure out what charge dihydrogen phosphate has."

You gestured to the chemical formula.

"It has a negative one charge. Right?" Sero inquired, checking the list of common ions that the teacher had given them at the beginning of the unit.

"Right, and you have three of those ions, right?"

"Yeah, because there's a subscripted three outside the parentheses."

"So you have three of those, which means that those three together have a negative three charge."

"Right."

"So now you just have to figure out which gold variant has the right charge to cancel that one out."

"Well, there's only one gold atom, so it's gold three right?"

"Bingo, you got it."

"Oh, that makes it so much easier than what I was doing," he muttered, erasing the math he had been doing, writing down the way you had just shown him.

"(Y/L/N), can you come read through this essay for me?" Kaminari asked. "I think it's okay, but I need another eye on this."

"Sure, hand it over," you told him, taking the papers that he had handed to you.

You grabbed one of your signature blue pens and uncapped it, ready to mark anything you thought he could do better.

There wasn't as much as you were expecting. While Kaminari had a hard time interpreting things, once he understood, he was golden. He had a way with words, you noticed as you scanned through the paper he needed to hand in next class. You assumed that it gave him time to think about the right phrasing of things.

Other than a few grammatical and spelling errors, the paper was well written, and there was nothing major that needed fixing.

"Good job Kami, this is really good," you told him, ruffling his hair lightly.

He responded well to physical affection and praise, you had also noticed, and he made it easy.

Once you got past the typical shield he threw up, he was a nice guy with insecurities, just like everyone else.

He chuckled, leaning into your hand.

You noticed that the others didn't touch Kaminari as much as you did, despite having known him for much longer. They were worried about getting shocked, Sero had told you.

"Why though? He's never shocked me," you had told him.

"He can't control it sometimes, it builds up in his body and it needs an out."

"Well, that still no reason to stop touching him," you had mused. "If he shocks me he shocks me, it's really no big deal."

Kaminari had only shocked you once, during a thunderstorm when there had been a lot of lightning outside. He had gotten excited about getting a 90 on one of his tests, and had hugged you, giving you a slight shock.

He had apologized profusely, but you had waved his apologies off.

"It's okay Kaminari," you told him. "It happens to all of us sometimes."

You were finding yourself thinking about him more than you should've. You had become good friends with both him and Sero, and the other students had started coming to you when they had a question, but Kaminari was a little different.

It had started out with the flirty comments, but slowly those had turned into real compliments. He had been keeping Mineta away from you more and more, and he had even started laying off the perving with the grape rat.

He was a good guy, he really was, despite the playboy attitude. He was sweet, and he was just like every other person in the world.

"Thanks for tutoring us both," Kaminari said as the session was coming to a close.

"Yeah, you're really saving our asses," Sero agreed.

"Of course, come to me any time," you told them both, smiling as you made to head back to your own room.

"Hey, um, (Y/L/N), can I ask you something?" Kaminari asked.

"Sure. You know how much I love questions," you teased, smiling at him. Then you noticed his expression. "Kami?"

"Will . . . will you-" he chuckled awkwardly, messing with the seam of his pant leg. "Can you read something to me?"

"Yeah, of course," you said. "What is it?"

He handed you the book, and you smiled.

"My dad used to read this to me when I was little. I think that's why I love books so much," you admitted. "That was before . . . well, it doesn't matter now. Come on, we can head down to the common room if you want. Or your room, it doesn't really matter to me."

You had visited Kaminari's room on more than one occasion to return things to him, he tended to be a little forgetful, and he had often left things with you.

Despite the fact that everything you had learned about society told you that you should avoid being alone in a room with a boy, you trusted Kaminari enough to be alone in a room with him.

"I really like to read too," he confessed. "But sometimes my brain doesn't like to let me do it."

"I understand, it's okay," you told him, touching his arm lightly. "Are you sure that you'll be able to sit still long enough for me to get through any of it?"

Kaminari, after spending so much time with you over the last few weeks, had figured out how your voice worked, and he rarely got offended by your tone of voice anymore, which you were thankful for.

"Yeah, I like the sound of your voice, it helps calm me down. I think I might pay attention more if you read it to me."

"Alright, sure, let's go," you said, holding the book to your chest.

You knew this book like the back of your hand, and you had a feeling that Kaminari was telling the truth when he said he would be able to pay attention.

Kaminari followed you into the common room of the dorms, trailing just slightly behind, but he was in front of you the moment Mineta tried to get to you.

It amazed you how fast he could move sometimes, when he really wanted to.

"Get lost Mineta," you said. "I have nothing to say to you."

Mineta opened his mouth but a raised brow from Kaminari had him shutting it and heading to his own room so he could think his pervy thoughts in peace.

"I can't believe I was ever friends with that perv," Kaminari whispered. "I think I owe a lot of the girls apologies."

Kaminari glanced over his shoulder, and you smiled at him, linking your hands together.

You were proud of him, he had really grown lately, and you were glad that he was seeing how uncomfortable he had made the girls.

"I'm proud of you," you told him, and he beamed.

He responded well to praise, and being told that he had done a good job.

"Come on, we'll have to go to bed soon if we don't want Iida to lecture us again," you said, sitting down on one of the couches.

Kaminari sat down next to you, leaning his head on your shoulder as your propped the book open.

You didn't mind the fact that Kaminari was a little clingy, the contact was nice, and he always radiated warmth, though whether that was his normal body temperature or he ran hot because of his quirk, you didn't know.

You started the book off, barely having to look at the words as you read, changing your voice as necessary, stopping every once in a while to explain a word to Kaminari that he didn't understand, or to answer a question that he had.

It was nice, spending time with him like this, simply because he wanted to, not because he was going to fail a subject.

Somehow he had ended up with his head on your thighs, and you had one hand buried in his hair, brushing it away from his face, your fingers carding through it softly.

He was making a content noise in the back of his throat, and you smiled down at him, finishing up a chapter.

"Do you want to go to bed?" you asked softly, not wanting to disturb him too much, he had enough trouble sleeping as it was.

He hummed softly, leaning into your hands, and you smiled down at him softly.

You had never been one for crushes, they had seemed pointless, and there had never been a person who had caught your attention like this.

You had thought about it, of course, what it would be like to be in a relationship, but you had never thought that you would have to worry about it.

Well now you were worrying about it.

That nameless, faceless person that had been with you in those daydreams was starting to look frighteningly like Kaminari.

You had panicked when it had first started happening, until you realized that it would probably fade. You had had a friend in middle school who had a new crush every week, and you had assumed that it would fade with time.

It hadn't. That uneasiness that had popped up around him slowly melted into a nice warmth whenever he was close. You had started to stop worrying about whether he would like this, or hate that, and had started to show your true colors.

He had seemed to like you even more when you had started doing that, and you were glad.

But the only bad thing was that now you were noticing other things. His hands lingered a little longer than necessary when he helped you during training, his smile always seemed brighter when you made him laugh. His eyes always seemed to follow you around the common room, and he sometimes appeared at your side when you walked in.

You weren't sure if you just overthinking things or if he might like you back.

But this wasn't a simple crush anymore. You weren't sure what it was. It was a little too early to be love (even though it was just a rush of chemicals in the brain meant for human survival), but it was way past a simple crush.

Was there another step between a crush and love? Was this going to end with your heart breaking? Was there even a chance that he might like you back?

These were things that you kept in the back of your mind until you were alone in your room. Worrying about them in his presence made him worry about you, and you didn't want him to worry about you if he didn't need to.

"Kami, seriously, you need to go to bed."

"If I do, so do you," he told you, making you chuckle.

"I'll go to bed if you will. You are in my lap after all," you teased, pulling your hands away.

"That's fair," he murmured, stifling a yawn.

"Go to bed Kami," you whispered, standing up as soon as your legs were free.

They had fallen asleep a while ago, but you hadn't had the heart to move him.

"Alright," he mumbled, stumbling towards his dorm room.

You smiled softly, heading for yours.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

You weren't sure what woke you up hours later. Maybe it was the three glasses of water you had drank before bed, or maybe it was the fact that your brain hated you almost as much as Kaminari's hated him.

You stretched, pulling a hoodie on over the tank top and shorts that you had gone to bed in, heading for the common room.

You weren't going back to bed any time soon, so you might as well get some studying done with a nice cup of tea or something.

You were almost surprised to see Kaminari sitting at the common room table with his books out.

"Denki? What are you doing?" you mumbled, wandering over.

"(Y/L/N)? What are you doing up?"

"I could ask you the same thing," you murmured, plopping into the seat next to him.

"Couldn't sleep, my brain went into overdrive the minute I tried to fall asleep."

"I at least got a good four or five hours in," you replied. "But it's Friday night, I should be sleeping in."

"What woke you up?" he asked, laying a hand on your thigh.

Kaminari, you had noticed, liked having his hands on you.

Not in the perverted way you had expected though. He liked having a hand on your thigh or on the small of your back. He liked an arm around your shoulders or his arm linked with yours when you all took class outings. He liked being close to you.

"No idea. It might've been a nightmare," you admitted. "I remember faint flashes, but it might've been something else."

"Are you going to be able to go back to bed?"

"Nah, I'll be up for a good while," you told him, leaning into his shoulder.

"Anything I can do to help?" he asked.

"Can you just . . . talk to me?" you inquired. "I like listening to you talk about things. Calms me down."

"What do you want to know about?"

"Anything. Everything. You."

"Did you know that I have a cat named Marshmellow?"

"What? No," you said, perking up a little bit. You had always been an animal person.

"Yeah. He's the spawn of the devil, but I didn't know that when I named him. All white, pretty blue eyes. Pure fucking evil," Kaminari told you, taking his phone out to show you a photo.

"Oh yeah?"

"Yeah, he absolutely despises me," Kaminari said, handing his phone over to you. "Loves my sister though, so he isn't a complete psychopath."

"He's a cat, can animals even be psychopaths?" you asked, moving your seat closer to his.

"No idea, but it wouldn't surprise me if he is," Kaminari said, chuckling.

"You're right, he is pretty," you murmured, flipping through the photos quickly.

Kaminari hummed, but when you glanced up he was looking at you.

He had that look on his face, the look that he sometimes got when he looked at you. It was one of the reasons you wondered if he liked you or not. He looked like he was in pain when gave you that look.

"Denki?" you inquired softly.

"Hmm?"

"Why are you looking at me like that? Like you're in pain? Like you're hurt?" you asked.

You didn't like the way your voice sounded. That little hint of insecurity snuck in, your voice had that clogged sound it got when you tried not to cry.

You weren't sure whether you could handle his response to that, but you needed to know if being around you caused him pain. You needed to know if there was any chance that he hated being in your presence.

~~~~~~~~~~~~~~~~~~~~~~~~~~~

(Kaminari's POV)

Pain, huh?

Yeah, this was definitely pain, seeing her like this, swaddled in a hoodie he had left in her room accidently a week ago, covering her shorts, making her legs look a mile long.

He had tried to ignore it, tried to ignore the feeling in his chest every time he looked at her, tried to ignore the blatant male pride that came with seeing her draped in his hoodie, but he was only human after all.

Denki, after spending so much time with a girl that didn't tend to pull her punches, he knew how uncomfortable he had made the girls with all of his comments. He now knew how it made them feel when he said some of the things he had.

Denki never wanted her or any of the other girls to feel like that again, and he wanted to ignore some of the things that were running through his head, but she was making it hard when she looked at him like that, when she said his name the way that she just had.

"Denks?" she asked softly, moving to get a better look at his face.

Denki had never had a crush, not a real one anyway. He had had his eyes on Jirou first year, but that had been fleeting.

He was flirty, it was just his nature, but this feeling whenever he looked at her . . . that was completely new on him.

"Denki, are you okay?" she asked, putting her hands on his face lightly, making him look at her.

"Do you have any idea what you do to me?" Denki asked, placing his hands over hers. "I wasn't sure whether you felt the same way and I didn't want to mess anything up."

"Denki? What are you saying?" she asked, eyes bright with hope as she looked at him, running her thumb over his cheek softly, almost absentmindedly.

"I like you, (Y/F/N), I like you a lot, and this isn't some . . . three A.M. spur of the moment confession, but . . . it kind of is. The point is that you're smart, and all kinds of gorgeous, and there's so many things about you I wish I could list, but words aren't my thing, and I know that I'm rambling, but I really can't stop 'cause I'm terrified of what your response is gonna be and I don't want to fuck anything up and-"

"Denki," she cut in, smiling at him the way she did when she was fondly exasperated with him. "You have nothing to worry about. Absolutely nothing. I like you too."

"Why?"

Even Denki was surprised by the amount of confusion in his own voice.

"Because you're a dork," she stated. "Because you're smart, even if people don't always see it right away. Because you want to be a hero, because you like to make a difference. Because in the end, you're a good guy, when you get past the playboy attitude and shitty pickup lines. Because you're cute and all kinds of soft. Because apparently I have a thing for hyperactive morons with screwed up hair."

"Rude," he muttered, but she smiled at him even wider, and he knew that it was worth it.

"Am I wrong?" she asked softly, swinging her legs around to get closer to him.

"No, but that doesn't mean that I'm happy about it," he mumbled, pouting slightly.

She gave a small giggle, something that rarely happened, and Denki smiled, wide and unburdened.

"So, what do you say about going on a date?" he asked, tucking her hair behind her ear to get a better look at his face.

"I think that's the smartest thing you've ever said to me," she teased.

Denki pouted again and she touched his nose lightly, making it crinkle in response.

"That wasn't a no," she told him, wrapping her arms around his neck softly.

"You know, this looks good on you," he whispered, touching the hem of the hoodie carefully. "And it looks very familiar."

"It does?" She pulled away to look down at it and her eyes went wide. "I didn't even know it was yours. I just threw it on on my way down here. When did you even . . . .?"

"I left in there like a week ago," Denki informed her. "I thought you had just kept it."

"I didn't know it was in there," she admitted. "But I'm not sorry that I'm in it, it's very comfortable."

"We can share custody," he murmured.

"We'll have to," she agreed. "I don't think I can deal with never wearing this again. You actually have good taste in hoodies."

"Why are you so surprised by this?" he asked.

"Because most of the time your style seems all over the place," she replied. "But that's not a bad thing. It makes you unique."

"Normal is overrated."

"A normal sleep schedule is not," she said, standing up. She grabbed his hands, pulling him to his feet. "Come on, we can chill in my room if you want to."

"You aren't nervous about having me in there?" Denki asked.

"No, because I know that if you try anything I can knock you on your ass. I also trust you," she told him, linking their fingers together softly. "Is this okay?"

"More than okay," he breathed, stepping close enough to brush their shoulders together.

He could get used to this.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~

(Your POV)

It was a rare day when you and Denki got a day off together. Being heroes was tiring, and schedules were always weird, so when you both got a day off together, you always spent them together.

"You're up early," Denki murmured, slipping in behind you from where you were sitting on the window seat of your apartment.

He wrapped his arms around your waist, burying his face in your neck.

"The baby woke me up," you said.

Said baby padded into the roof, tail high in the air, a smug look on that cute furry face as he jumped up onto the seat, curling up in your lap.

"Marshmellow, don't lay on my book," you muttered, pulling the book out.

"Told you, he's fuckin' evil," Denki murmured, kissing your shoulder lightly.

His shirt was slipping off your shoulder, and Denki treated uncovered skin like a target, regardless.

"How long have you been up?" he asked.

"Only an hour or two, and you looked so peaceful, I felt bad waking you up. I know that you've been getting more action than I have these last few weeks," you murmured, taking one of his hands, kissing his palms softly, leaning back into his warmth.

"I love you," Denki hummed.

"I love you too Denks," you told him.

"Read to me?" he requested, and you smiled.

"Always," you replied, finding your spot in your book again.

[kiarasdeclassified]

how to write a foolproof DBQ essay

the document-based question essay, or dbq as everyone in the ap history realm likes to call it, is arguably the most dreaded part of any ap history essay. the time constraints are short, there’s way too much stimulus to get through on time, and meanwhile, you have no clue if you’re getting all 7 points. maybe you can just skip it? maybe if you write a really sloppy essay you’ll at least get a 3 on the exam? or, maybe, you can follow this guide in preparation for another post coming later this summer & ace your dbq every. single. time.

first things first, you should get comfortably familiar with the official college board dbq rubric. 

i’ve simplified the descriptions a bit so you can better understand them.

thesis statement (1 point) construct a sentence located in either the introduction or conclusion which adequately responds to the prompt rather than just restating it.

contextualization (1 point) describe a broader historical context related to the prompt in about three sentences.

evidence (1-2 points) accurately describe content from at least six documents without quoting to get the first point, then use the content to support the argument described in the thesis to get the second point.

analysis & reasoning (2 points) explain how at least three of the documents’ point of view, historical situation, intended audience or authorial purpose is relevant to the argument described in the thesis.

synthesis/outside evidence (1 point) demonstrate a better understanding of the prompt by relating the argument to another piece of specific historical evidence found outside of the documents (use a specific example rather than a simple phrase or reference; this can be done in up to 5 sentences, but if written properly, just 1 can suffice).

total: 7 points

next, here’s a few things that you should know before preparing to write a dbq:

while i did take ap world history during my sophomore year & wrote some practice dbq’s, i never took the ap world exam, so here’s some tips from my ap world teacher who has taught ap world for almost 17 years:

don’t stress over complexity. while it seems as though every single essay you provide to the college board has to demonstrate your complex vocabulary, they really don’t care if you use “a lot” instead of “plentiful” or “numerous.” all they’re looking for is those 7 points on the essay.

don’t stick to formatting so much. like i said, the college board doesn’t care about a perfect essay when it comes to history exams. while ideally, you’ll have 4-5 paragraphs in your essay, all you are required to do is hit all 5 criteria of the rubric & include an introduction & conclusion. your essay could be 6 paragraphs long; your essay could be 14 paragraphs long; your essay could be just 3 paragraphs long. as long as you did something to satisfy all criteria, you can safely secure your 7 points & be on your merry way.

do NOT make an outline. you only get 55 minutes to write your essay. creating an outline, which seems like a helpful way to ensure you get all 7 points in theory, will actually just cut down the time you have to actually expand that outline into a full essay by 15-20 minutes. even if it only takes you 5 minutes to write the outline, DON’T DO IT. i promise you, every minute of this essay will matter, especially since its handwritten & you’ll take longer to write it versus if the test was taken digitally.

structure as you go. to elaborate on my previous point, as you read each document & transition from reading to writing, you’ll want to start getting an idea in your head of how exactly you’re going to answer the prompt & turn your thesis into an essay. i’ll go more into detail about structuring later in this post.

let’s quickly go over historical bias:

historical bias plays a part in every document you’ll receive on the dbq, even if it doesn’t seem as though the document you’re reading has any bias in it whatsoever. there are four parts you can choose to write about for your analysis points, commonly abbreviated to HIPP by many ap history teachers so you can better remember them. however, my teacher used “SOAP,” an abbreviation which i personally like a lot better as it tends to be slightly simpler:

S - speaker: the author who wrote the document. for example, if reading documents relating to a prompt about early twentieth century work conditions in the US, a journal entry written by a worker will show bias toward the opinion that work conditions were subpar, as it is a firsthand account of how work conditions truly were.

O - occasion: the historical timeframe which the document was written in. for example, if reading documents relating to a prompt about the Great Depression, a chart showing government spending rates overtime will show bias toward the theory that the GD affected not only citizens but national governments.

A - audience: the intended audience for the document. for example, if reading documents relating to a prompt about Luther’s Reformation, a letter to a Catholic pope from a reformist will show bias toward the theory that reformists wanted to persuade Catholics into conversion.

P - purpose: the purpose for writing the document. for example, if reading documents relating to a prompt about the Opium Wars, a newspaper article published in Britain urging others to support the war will show bias toward the theory that the British wanted to push their goal of opening a trade market with China.

now, here’s everything you need to write a perfect thesis statement:

the thesis statement tends to be one of the hardest parts of writing the dbq essay. while it is only 1 point, there’s so much criteria you need to fill to actually get the point. there are absolutely no half points given, so if you miss one thing, you miss the entire point. it’s not your fault, but it’s 100% your problem.

the simplest format i can suggest for a successful thesis is the following:

- restate the prompt.

- answer the prompt. 

- give reasons as to why your answer to the prompt is arguable. this part is crucial, as it will help tons in creating body paragraphs.

what i recommend doing is searching up dbq prompts from old ap exams & trying to write proper thesis statements out of them. every tuesday, my ap world teacher would put a sample prompt on the board, have us spend all class reading our prep books for information on the prompt, then writing thesis statements. before class ended, he would check them & let us know whether or not we’d get the point if we were taking the exam. try this out yourself, & if you don’t have an ap history teacher to check them for you, see if your thesis answers the following questions my teacher always used to determine point-worthy theses:

“so what?” a thesis which does not answer this question needs clarification, a relationship between the reasons & your answer, or a connection to a larger issue.

improper thesis: the north & south fought the civil war for many reasons, some of which were the same & some different.

better thesis: while both sides fought the civil war over the issue of slavery, the north fought for moral reasons while the south fought to preserve its own institutions.

“how & why?” a thesis which does not answer this question is too open-ended & lacks guidance for the reader. for example, if you look at the better thesis i wrote above, it answers “so what?” but still lacks clarity. we can help specify exactly what we’re referring to with a little tweaking:

while both northerners & southerners fought the civil war against what they each considered oppression, northerners focused on oppression of slaves while southerners focused on oppression of their right to self-govern.

in addition to proper structuring, it’s good to know what exactly the college board is looking for in an answer so that you can be sure to pass the question-answering tests. the college board loves to throw in specific key words in their prompts which can also make everything seem like it’s all sounding the same. here’s a few of the most popular dbq prompt key words you may see when you take the exam for yourself & what to do if you see them.

evaluate

to determine the value of

evaluate the extent to which differing ideas of national identity shaped views of United States overseas expansion in the late nineteenth and early twentieth centuries.

use any word which indicates value in your thesis. for example, “differing ideas greatly shaped views” or “differing ideas did little to shape views.”

identify

to indicate what something is

identify the reasons early Islamic societies used to justify slavery

perhaps the most straightforward of all key words, simply list your reasons. “early Islamic societies used …”

analyze

to examine and/or explain closely in detail

analyze the responses of Franklin D. Roosevelt's administration to the problems of the great depression.

use words which demonstrate detail in your thesis. for example, “administration’s responses to the problems included ...” or “administration’s responses to the problems described ...”

compare/contrast

to find similarities & differences

compare the motives of the North and South for participating in the American Civil War.

separate your comparisons from your contrasts. for example, “while both northerners & southerners _____, northerners _____ while southerners _____.”

determine

to figure out, to establish a fact

determine the success of twentieth century African decolonization efforts.

use either a direct positive or negative word to defend your argument in your thesis. for example, “decolonization efforts were greatly successful” or “decolonization efforts were not successful.”

now that you know what you need to prepare for beforehand, let’s go over what to do during the exam.

to ensure you can complete the essay in time, try your best to stick to a mini-schedule recommended by the college board: spend 15 minutes reading your documents & 40 minutes writing the essay. the quicker you can finish reading (not just skimming through the documents, but instead reading thoroughly & gaining a clear understanding of each document without having to completely reread them), the more time you’ll have to write, so try to work quickly, but don’t rush yourself so that you have time to process each document & their meanings.

to help simplify the writing portion, there’s a few things you should try to accomplish while reading:

read all documents

off to the side, summarize each document without quoting or paraphrasing. mention all parts of document. to save time, when you need to reference it again, use your summary instead of rereading. these summaries can be used to help get your evidence point.

identify 1-3 parts of historical bias (remember SOAP) if possible for each document. this will help you get your analysis point.

categorize documents by reasons for supporting a certain argument, opinions, political biases, etc.; this will help you write the reasons in your thesis.

write your thesis & incorporate all parts; proper structuring, keyword answer, & clarity for your reasons.

& finally, time to write the essay!

since there’s no real tips or strategies that’ll help you specifically write the essay (as i can’t tell you how to answer every possible prompt you’ll be given), here’s an outline that if written correctly WILL get you all 7 points no matter what.

introduction paragraph

contextualize (broadly explain historical context and/or timeframe related to prompt) in 3 sentences

thesis statement

body paragraphs

topic sentence for each reason

write document summary & it’s significance (use as many documents as needed for each reason) for 6 documents throughout all body paragraphs, aim to do this for 7 documents

explain historical bias & significance for at least 3 documents throughout all body paragraphs, try to do this for 5 documents

closing sentence

concluding paragraph

synthesize (incorporate outside evidence) in 3 sentences

restate thesis

my last piece of advice: relax.

while the dbq essay tends to be incredibly intimidating to a lot of the students who cross its path, it truly can be done successfully with proper preparation & a solid strategy. after reading this incredibly lengthy post, save it, screenshot it, take note of it somehow & you can look over this + other resources later on to help you study. at the end of the day, it’s still possible to get at least a good score on the ap exam without a flawless dbq essay; so instead of focusing all of your energy into one thing, just take a breath & give yourself breaks when you need to. good luck, & happy studying! :)

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Write My Paper Online Generally, an in-textual content quotation contains the writer’s final name followed by the related page number with a single space in between (e.g. Smith fifty six). The extra research you possibly can provide with out drowning your TA or professor in useless facts, the higher. You have to show that you simply’ve thought deeply about your subject and sifted through varied resources over a interval of a number of weeks, even if you haven’t. Look at the title, abstract, and net tackle rigorously. If you utilize a quote or fact from the net, comply with it with an in-text quotation . This is usually a question or a thought-scary sentence. If your paper requires e-book sources, make the most of your campus library. Check it for consistency together with your thesis assertion. Pay particular attention to the concluding paragraph. This method, will probably be both safe from a sudden pc crash and out there to you from a unique location. In your current state of deadline-pushed anxiousness, you’re going to have the vicious urge to dive straight into writing. If your essay is almost there but still not long enough, improve the inter-character areas by 1 or 2 factors to add the mandatory volume. However, refrain from rising font or margin size with the same purpose. Such attempts are too obvious and are usually frowned upon. Take a break to refresh your mind, then read your essay fastidiously. There are some interesting insights into the development of a paper - properly elucidated. You must have had loads of practise to become such an skilled! Shore up any weak arguments with a quick sentence containing a supply or with more analysis or argument. Read through your paper silently first, fixing any mistakes you discover along the way in which. Everyone who's at school from pre-k to college should read this my god. ohmygod you helped me a lot I had a 5 web page essay to do and I did it in like only 6 hours. Come back to your paper and skim it out loud as should you’re presenting it to an audience. This will assist you to catch any mistakes you might have missed when reading it silently. Plug in your subject followed by your subtopic key phrases. Stay on the primary three pages and peruse carefully. Collect all your sources, format them correctly and shortly using easybib.com, then get a fast drink. The conclusion of your paper must restate your whole earlier ideas with out sounding overly repetitive. Summarize the basic factors of your thesis without restating facts or ideas. Mention your subtopics once more and reaffirm how they support your overarching declare. Finally, depart your reader with a sentence that makes them take into consideration the subject for a moment after they’ve finished the paper.

[alysharichardss]

Personal Writing Philosophy

     In elementary school, writing was my escape. I often wrote short-stories in the genre of horror. As I grew, writing in school became less focused on my own free train of thought, and more so focused on reading and response assignments that did not interest me. Writing which was once my passion, became a burden to me… until my first semester at St. John’s. 

     First Year Writing has been a journey filled with academic growth. Through writing about race and gender issues that hold significance, this course brought me back to my passion. The first few weeks of class were different than any learning environment I’d been in before, as I knew they would be. There was more expected of me, of all of us as college freshman. I wouldn’t be able to just “breeze by” so to speak as I had in the past. However, with more being expected of me I knew I’d have to work harder. With that being said, I believe I have done my best to attain all of the learning outcomes/goals of First Year Writing. 

     One goal that truly illustrates my personal journey in this course is course goal 6. “Build cross-cultural connections and relationships with others to solve problems collaboratively and strengthen independent thought. “ Our class is very diverse as each of us have different backgrounds. Through peer reviews, I worked with individuals who have different cultures and who thought differently than I. We worked collaboratively, developing relationships even friendships in order to give each other feedback on our work. In peer reviews we were often given criteria to analyze a fellow student’s work on. We would exchange suggestions based on this. Personally, reading another individuals work and giving them suggestions, and receiving feedback on mine based upon how we would be graded allowed me to strengthen my own thought process and rethink what I had done in my work. More specifically in our race and identity essays, I wrote a letter to another student in regards to source introduction. I stated, “...in your first body paragraph when you presented your source you did identify it before proceeding with evidence. In your fourth body paragraph you began describing the incident at the University of New Hampshire before identifying or summarizing your source...I believe the first time a source is mentioned we are supposed to identify it. My only suggestion is that you revisit that paragraph.” giving my peer suggestions, helped me solve potential problems within their work as well as my own. In addition, I was able to strengthen my independent thought through a peer review in which we read our essays out loud. A students stance on use of a racial slur was read aloud from their essay that I personally did not agree with. I considered their perspective, and in doing so I was able to strengthen how I thought through hearing them out and discussing their stance with them.

     Another course goal that best illustrates my journey this semester is course goal #1. “Recognize that writing is a social activity, a matter of experimenting with the rhetorical conventions of different genres and negotiating the expectations of audiences.” Throughout this year we have had to work collaboratively like a society through blackboard and text discussions, as well as peer reviews. For my Gender and Identity/argumentative essay I wrote on an extremely controversial topic, surrounding heteronormativity, gender roles, and gender identity. The idea that you never know who will read your paper is something I learned early on in FYW, which helped me to realize writing is a social activity. Similarly to in society, not everyone will share the same opinion/stance on an issue. For our argumentative essays, I had to provide a counterclaim in order to “negotiate” the expectation of an audience on a controversial topic. I had to recognize that not everyone would agree with my writing and in order to be rhetorical or persuasive I’d have to not only invalidate, but acknowledge an opposing stance. In my counterclaim paragraph in my Gender and Identity essay, I conveyed my understanding of course goal #6 when I stated, “The author is correct in a sense. “Gender ideologies” of any sort can influence the lives of someone just beginning to, or struggling with the understanding of their identity. However, Anderson's statement regarding an individuals ‘self-understanding is flawed.” I went on to explain why Anderson’s stance, which happens to be similar to most, is not wrong but has a flaw. In doing so, I experimented with a rhetorical convention of the argumentative genre, and negotiated the expectation I had of my audience, which was that many of them would not necessarily agree with my argument. Furthermore, I wrote two narratives and completed a research project, this semester. experimenting with these different genres allowed me to try out different forms of evidence and language.

In addition to course goal six and one, I found that course goal 5 itself was essential to me in this course from beginning to end. “Demonstrate the ability to locate, critically evaluate, and employ a variety of sources for a range of purposes.” Through use of blackboard, I located articles provided to us surrounding race and gender issues such as sexism, diverse gender identities, the use of the “N” word, as well as articles meant for guidance on our writing, this was done weekly when this semester began. I critically evaluated these sources through annotations. I utilized numerous quotes from each to support my claims in my Race and Gender and Identity essays. Furthermore, I utilized course goal six when I located database sources for my final research project. I had to search for reliable authors and although it took some digging, I was able to critically evaluate each within my annotated bibliography and use them to develop an answer to my research question.

     Lastly, the goal that has contributed to my overall academic growth is course goal 4. “Understand that academic disciplines employ varied genres, styles, syntactical patterns, uses of evidence, and documentation practices that call for a variety of reading strategies.” Over the course of four months, I have grown to understand that academic disciplines employ varied genres. I have explored various genres of writing, from narrative to analytical, as well as research. I learned different types of evidence are used for each. I chose to do a narrative for my Race and Identity essay in which subjective evidence was a necessity, because I was telling a story and supporting my thesis with personal evidence is essential in a narrative. I did an argumentative essay, which required both objective and subjective evidence. Lastly, my research genre was completely objective which was a little of a challenge (no use of I or opinion). Working with syntactical patterns was probably the most challenging. However I have seen improvement in my use of quote framing, signal phrase, and source introductions, and citations. In my first and second essay it was evident that I had some work to do, with signal phrase and my citations. In my first two essays had used statements such as “The author states” as signal phrase instead of an authors last name + a verb. In my final research paper I fixed that issue, as seen when I wrote “Aubrun et al. states…” or "Merskin claims…” In addition, we practiced documentation practices, MLA was the format for this course. I had heard of MLA format, but professor Ewan taught me how to structure MLA properly. Overall, experimenting with each of various genres and styles of writing in each essay of this class has helped me grow as a student. I believe I have advanced in my understanding of some significant concepts in writing throughout this course, and I am prepared to keep learning.

     In essence, My writing habits have changed drastically. I am a different Alysha, but in a positive academic way. I can no longer write when I “have time,” as I recall stating in my first writing philosophy. I produce my best work when others are working around me, this too is a major difference. I’ve discovered the importance of planning and making outlines framed around “GASP” as I was tasked with in this course. This helps me to organize my papers before I begin writing anything, so that my thoughts or purpose and message does not get clouded or lost. Throughout this semester, I have learned some of the essential elements of college writing. Such as the different types of evidence, as well as what genres to use them in. In addition, I’ve been taught (and I believe mastered) source introduction, all of which I had not the slightest clue how to do before this course. I am currently a Legal Studies major here at St. John’s. Therefore my use of components in First Year Writing, from critical analysis to acknowledging opposing viewpoints and simply writing itself will be apart of my life for a very long time. I am certain each will develop and be used throughout the rest of my education here, in graduate school, and in my intended career as a criminal defense attorney. My goal as I stated in my very first philosophy, was to become more fluent in writing, and I think I’m getting close. First Year Writing enabled me to write about significant issues I’ve felt strongly about for a very long time. More than anything this course was rewarding, and I am grateful for it.

[stimtoybox]

Image Descriptions

I’ve got two asks by anons on the same theme, so I’ll combine them into one post to save a few spoons:

Hi! I was wondering if you had a guide for writing image descriptions? Something outlining how much detailed is needed and what should and should no be included, any tips really. Thanks! 

hi! i had a couple of questions about image descriptions; do you have/have a link to a guide on how to write them properly (eg. amount of detail, how to write multiple image descriptions on one post and still be clear etc)? and if we dont have the spoons for a full description, would a simple/basic desc (eg: "a jar of blue orbeez on a wooden desk" w/ no more detail) help by giving the mods a starting point to edit from rather than writing from scratch or would it be a hindrance? 

This is actually a hard question for me to answer, because it asks me to do something I do without thinking - convert non-word information into words. In all honesty, my first response was well, just describe it which is so not helpful to anyone. For me, this is like asking someone to explain how they fall asleep - it’s an automatic process that doesn��t involve a lot of conscious decision-making.

So I let both asks lie fallow for a few days until I got past the not helpful first response and figured out what it is I actually do when I describe.

I’ll also observe that while I do need image descriptions myself (for GIFs and videos) I am not the primary target for them, so there might be needs I have forgotten or overlooked. I’m in the position of needing descriptions but still having full access to reading the text, so there’s probably a lot of issues folks who use screen readers face that I haven’t included. Please correct me if so.

First: any description is better than no description.

If you only have spoons for one line, do it and call it done, seriously. Yes, a more detailed description is preferable, but when you look at the vast amount of undescribed posts on Tumblr alone, if even a brief descriptive line makes those posts more accessible, we’re better off. We need to make Tumblr a more accessible place for everyone, so every little bit makes a difference.

(Speaking for my needs here at @stimtoybox, I can always add a description line if there’s something I think needed that the OP has left out, and I have done this in the past. That’s still less work than my having to do it myself, and I’m pretty sure the other mods will agree. Anything that means less work for us means more posts for everyone else. Right now, I have the posts to go up to posting five or six times a day easily, but we can’t format them fast enough to do so.)

I’ve tucked everything else behind a read-more cut. This is a long post and is probably best read when one has time and spoons on hand:

Second: you do not and should not describe every tiny detail in an image.

Look at an image long enough and you’ll see a chapter’s worth of detail you can describe, but nobody wants to read through or listen to a whole chapter just to know what’s in the image. To be blunt, nobody cares about the fine grain detail of the table on which your stress ball is sitting. They’re more interested in the pattern on the stress ball.

We need to describe in more detail the relevant information and in less detail the incidental information. This is all the more important for describers with limited spoons, like most of us, but it’s also important for folks who need the descriptions but don’t have the spoons to read a paragraph for one relevant sentence.

To figure out what’s description-worthy, as in what the majority of your description should focus on, you might want to ask yourself these questions:

- Who is the image for?

- What is the image about?

Take any photo on this blog as an example: this photo is for stimmers, about a given stim toy, and its purpose is to show people what this toy looks like and, often, how it might be used. That tells you immediately what your focus is. Often, it’s the central object in the image, as we have a long history of indicating importance by putting something in the centre of a composition. However, it could also be several stim toys or people; chances are high that any single image is actually about a few different things at once.

Next, we move on to details we think people are going to want to know:

- What do the subjects of the image look like?

This can be broken down into a few different categories:

- Colour: what colour or colours is the subject?

- Shape: is it rounded? Angular? Cube, rectangular, circular? How many different shapes comprise it?

- Texture: is it soft? Hard? Fuzzy? Prickling? Protruding?

- Size: how much bigger, longer or wider is the subject compared to any other items in the photograph?

(Stim toy review shots often have the toy beside a coin or credit-card-sized card for scale, so describe the difference between that item and the toy.)

- Text: is there any text in the image, particularly on labels, signs or packaging? Include this, especially if it conveys meaningful information!

- Material: plastic? Wool? Wood? Metal? How many different materials comprise it? How is it put together?

- Expression: does it look happy? Sad? Indifferent?

Less relevant for stim toys, more relevant for animals/people. I don’t just mean facial expression here, but body language as well. The difference between a dog growling and a dog lying on its side sunbaking is something people will want to know.

Next,

- Is there anything in the background that impacts the subject?

For stim toys, this often isn’t the case. You can write a short line referencing the background or, if you need to save spoons, exclude it. This is where you don’t need to go full-on detail, because it isn’t necessary to the information the image is trying to impart. A reference is good, as it goes some way to giving the reader the whole visual experience, but this shouldn’t be the focus of your description if it has nothing or little to do with the subject. Contrarily, for a landscape shot of mountains, the background is as much the subject if not the subject, so it should be described with more detail.

- Is there anything in your description irrelevant to the subject?

For example, glare, flash, an out-of-focus shot, two sentences describing the wood grain of the table on which the Tangle is sitting. If your description is already tending to the long (more than a paragraph), these are the sorts of things that are first to be cut because they don’t aid in conveying meaning. If you do include these things in your description, keep them to brief mentions: they should not be the focus.

- Is my description too long to be readable?

The general rule is this: the longer the description, the more incidental/extraneous detail you need to cut (and the more formatting it will need, see below). The more photos in one post, like a long photoset, the more you need to cut detail that isn’t absolutely relevant, since nobody is going to read or listen to ten paragraphs of description about said photoset.

This is why I dislike information posts here on Tumblr that contain upwards of say ten images: they’re difficult to describe properly without creating an essay-length description that even folks who need that description won’t bother accessing. Conversely, the amount of information needed to be cut to make the description readable means the folks who need those descriptions just aren’t getting enough information. The very format of these posts makes them impossible to make fully accessible.

(It’s different on other websites, especially for things like tutorials and essays, where you can put the description as alt text and it’s broken up by the body text itself. When you’re forced to put image descriptions as one separate section of text, as here on Tumblr, it is a problem.)

If you want your post to convey information and be accessible to the majority of people, consider the amount of images in your post. This post is an example of why a large amount of images render the post, when described, absolutely inaccessible. You’re better off to make a few smaller posts, that can be described with readable/listenable descriptions, than one massive post, even if you tuck the descriptions under a read more.

Lastly,

- What is the image trying to convey to its audience?

This is less relevant for stim toys, more relevant for photos of animals/people, comics, anything where the image is doing more than conveying factual information. When an image is telling a story, check if the factual descriptions do communicate that story. Your description should be doing, as much as possible, the job of the image, which means conveying information or telling a story.

When describing, keep asking yourself: if I couldn’t see this image, what would I want to know? A description that answers that question without becoming an essay is a good description.

Third: formatting is important.

Paragraphing: in most cases, anything more than ten lines a paragraph will result in nobody reading it. Humans have short attention spans, even more so for non-fiction/non-creative/informative writing, like web writing. Not to mention that many disabilities make processing slabs of text difficult if not impossible. If your description runs longer than ten lines, break it up somewhere. Also, if you need to break up your paragraph, that’s a good sign that your description might be long enough to go under a read more cut.

Make sure you’ve got a line space between each paragraph. Anyone who reads your description (me, for example, if you’ve described a GIF) is used to the standard online formatting of a line space between paragraphs, and just starting a new line throws off the brain’s ability to realise you’ve paragraphed. It will still look like an unreadable block of text, and I can promise you that I won’t read it (can’t read it, in fact). Which is a waste of your time, sadly, since you mean the best, but that’s how much formatting does matter.

(Tumblr mostly adds line spaces between paragraphs automatically for you if you’re typing in rich text mode; you’ll need to add the HTML for paragraphs if you’re in HTML mode. Just add <p> to the start and </p> to the end of each paragraph.)

Indicating: use some indication (usually the words “image description” and brackets) that the description is not the body text, as that signals to sighted readers that they can skip past it. I use squared brackets [] because they’re not in common use in prose/non-mathematical text. I dislike the use of rounded brackets () because they’re in common use, so my brain thinks the description is body text. I realise it a few seconds later, but if we can tell the brain immediately that the text is optional, it’s easier on the reader, especially if they have limited spoons for text processing.

This one is subtle editing; I know most people don’t think about how much text formatting guides and alerts the reader, but there’s a reason we stick to some norms in English. The brain gets very used to certain styles and punctuation conveying meaning, and folks with developmental disorders in particular might find it hard to understand meaning without these cues or have to work harder to get that meaning. Speaking from personal experience!

Numbering: in most cases for multi-image posts, you’ll need to mentally assign a number to the post (left to right, top to bottom) and describe those pictures in order. This is for folks who can see images but need the text to help with processing; if they’re not in order, it’s ridiculously confusing. Start each description with the number of that photo and break each description up into a new paragraph. Here’s an example on my sensory room post.

The exception for this is when there’s only a few images or those images aren’t very different from each other. Then, to save spoons (as I have few myself) I’ll describe the subject of the image and then how it differs in each photo, often in a single paragraph. Here’s an example on a slime post. I admit that this is a less-clear way of describing, but it saves a few spoons!

I’m sure there’s something I’ve forgotten, anons, but this has taken me quite a few spoons. If there’s something confusing or there’s a question I haven’t properly answered, ask and I’ll do my best to answer/answer properly.

Likewise, if folks who use screen readers want to add corrections or changes, please do so!

- Mod K.A.

[lhight1-eng1c-summer2017]

ENG 1C

Hight

THE RESEARCH PAPER

(DUE 7/31/17)

           Your major writing assignment will be your research paper.  Please keep in mind that your paper has to be an argumentative paper.  However, instead of writing about a controversial subject (i.e. gun control, legalization of marijuana, etc.), you will write something more along the lines of a cultural critique.  Here are some ideas to get you going:

Horror, disaster, and science fiction films…how do they reflect the fears, insecurities, etc. of our culture in general?  What do they say about the culture of a particular time?

________________ is dead.  Explain how the decline of ________________ is making our culture poorer.  How does the death of ____________________ affect the intelligence and creativity of our culture?

Are youtube videos, video games, tumblr pages, etc. great expressions of art? Have they reached the level of say a great film or a great novel?

Outside Sources:

           Like the other essays, you will be writing an academic essay with an introduction, body, and conclusion, but because this is a research paper, you will need to incorporate several outside sources (books, magazines, websites, etc.) into your paper.  This means that you need to quote or paraphrase certain passages from your sources and write them into your body paragraphs. Your sources will be your evidence that will defend your argument (thesis statement).  As with any paper using outside sources, you will have to cite every source using the MLA (Modern Language Association) format, the 8th edition in particular.

In the case of the research paper for this class, you will be required to cite from at least four outside sources.  You can use physical sources such as “flesh and blood” books or magazines.  However, all of your sources can electronic sources such as ebooks and so forth.  You will also be required to make citations in the text of your body paragraphs as well as attach a “Works Cited” page at the end of your paper.  There is one more thing that I want to mention: I want to discourage you from using any religious texts such as the Bible, Koran, or the Bhagavad Gita.  I respect all faiths, and there cannot be one way to promote a value system.  

           When it comes to in-text citation, I prefer direct quotes because there is no confusion between what is an outside quote and what is your own writing.  Paraphrasing is acceptable, but I strongly dislike summarizing outside sources; the delineation between what are outside sources and what are your own words is too hazy and confusing in regards to summarizing.  The rule of thumb regarding in-text citation is use citation when in doubt.

          There is one more important thing to keep in mind.  I do not like long quotes (outside sources).  I consider long quotes to be quotes that are longer than four or five lines. If you do use long quotes, then you must contextualize and/or explain everything in that quote.  I find that long quotes fill up space rather than help make a convincing argument.

           If you have any questions about MLA citation format, 8th edition, you can always check the rules at the library, which has the latest books on MLA formatting.  I will always try to help you if you have any questions regarding MLA citation, but the library has information about all kinds of formatting and citation rules.

Rhetorical Strategies:

           You will be required to use certain types of rhetoric in your paper.  You will need to cite specific evidence from your outside sources.  You also need to build rhetorical strategies around your sources.  Listed below are some of the rhetorical issues that you need to address in your essay.

·             Evidence: I will be looking for expert testimony, eyewitness testimony, numerical data, and/or research data.  For example, even if you want to argue about video games being a new art form, you can still quote academics from peer reviewed journals.  You can also quote from interviews with gamers or game designers and present them as eyewitnesses and experts.

·             Logos and Ethos: you need to figure out what sort of appeal to use in your paper. Will you be incorporating a logical or ethical appeal around your sources, or will you use some sort of combination of appeals?  How can you form a strong appeal along with your sources?  In addition,

BASIC REQUIREMENTS:

The essay must be typed and double-spaced and the font should be no larger than a 12 point font.  Please follow all MLA (8th edition) formatting rules, and please be aware that this essay must be in 3rd Person POV only.

The essay must be at least six full pages plus one “Works Cited” page.  This length requirement will be strictly enforced.  If you turn in something less than six full pages, at least 8% points will be deducted from your grade.

You must use at least four outside sources for your paper, and I really prefer electronic or online sources.  If your sources from the Mt. SAC library databases, then I will not questions the credibility of your sources. However, any online source directly taken from the internet will be closely examined, and they must be credible. Please follow MLA citation rules (8th edition).  This includes both in-text citation (body paragraphs) and “Works Cited” page.

THIS RESEARCH PAPER WILL BE DUE MONDAY, JULY 31ST.  PLEASE REFER TO THE SYLLABUS FOR INFORMATION ON THE LATE PAPER POLICY ON THE RESEARCH PAPER.  PLEASE KEEP IN MIND THAT I WILL TURN IN GRADES BY TUESDAY, AUGUST 5TH (8/5/17).

[divincr-arch-blog]

steph’s guide to roleplaying

Heyo! Bare with me, for this is a long post.

So, within various fandoms, I have seen a common trend that rubs me the wrong way. People asking, either their followers or blogs they follow, why they aren’t popular/roleplayed with. Or, they ask for advice and do not apply it, for one reason or another.

I have been in the indie Tumblr roleplaying community for over three years now, across three big fandoms (Marvel, Harry Potter, and Fire Emblem) as well as smaller fandoms. I have seen many trends come and go, many popular roleplayers come and go, and more.

It’s hard to get your foot in the RP door on Tumblr. I was there. Your favorite blog that you cry about being so good was there. Everyone was there. It’s a BIG pond, with many fish. Things are ever changing on Tumblr, so this will be reference guide to what you need to get started on your RP blog!

When it comes to edits, whether they are icons, themes, or promos, they are very important to RP blogs. Icons are a staple within the RP community, across fandoms, indie, and group. It may seem hard to get and make graphics without Photoshop, a very expensive program, but there are ways around it. Your graphics do not have to be fancy or hand drawn, but cleanly sized and cropped. There are many image editors out there, but these are my personal favorites. 

GIMP- a free and downloadable image editor. it works very similarly to Photoshop, and will work for basic things like cropping, coloring, and resizing images. It does not have all the features of Photoshop, but will work fine for simple things.

Pixlr- a free image editing site that requires no download. Again, it works similarly to Photoshop and Gimp, but more on the basic side. I recommend this if your version of GIMP or Photoshop is acting wonky or broken. If you are iffy about downloading programs, this will be perfect for you.

Photoshop Torrents- While stealing, pirating, and torrenting is wrong and illegal, Photoshop is expensive. You can get older versions of Photoshop through various torrents on the internet (I found mine through tumblr). I like using CS5 because it is a well known version with plenty of tutorials online. I recommend downloading Photoshop Portable, as it can easily be stored on your flash drive.

As for what is actually on the blog and what people like to see on a roleplay blog, there is a few things that people prefer not to see. The number one thing most followers want from a roleplay blog is writing. They may want that through interaction with you as a partner, or they just like reading it as a personal or follower. As for the things that people do not like to see, there are the top few things. 

6 Pages of Memes- It is okay to reblog memes. It is how interactions between partners start, and can serve as good ice breakers between new mutuals. However, as someone who has gone through many blogs, six pages of memes with a few RP post in between is not appealing. Just because you may not be getting responses right away, does not mean you should spam your blog and the dash with memes every half hour. People may not be online or interested in that meme. If you like all these memes, queue or schedule them for when people are online more. Also, send some to the people on your dash and focus on making new threads from them.

Short Replies- Before I start, yes, one liners are fun. They are quick, easy, and light, but they should not be the only thing on your blog. Many people like to expand to paragraphs because they are writers. Paragraph responses also show potential followers how you write and if it will click with their style. They may seem intimidating, but take your time on them. Save part of your responses to the drafts and come back to it later. Roleplaying is not about how fast you can respond, but the quality of your writing. This is especially true when you do not use icons. If a blog doesn’t use icons, I look for description in shorter replies rather than dialogue.

Negativity- This monster comes in many shapes or forms. Negativity/guilt tripping, drama with other blogs, and personal posts do not belong on a roleplay blog, though. Instead of guilt tripping and vague posting, talk it out with a friend for a confidence booster or take a tiny 1-hour break from blogging. Keep whatever beef you have with someone private, as well as your personal/political beliefs about an issue. That’s why personal blogs are things.

Lack of Pages- Pages about your blog are very important! It serves as your personal anchor on your blog, as well as people’s knowledge to your and your character prior to following and interacting. If someone does not see pages about your blog on it, they are more than likely to brush your blog aside. A rules page is the first thing people look for. They want to know how you are as a person, and how to interact with you. Besides the general “do not be a jerk” rule that everyone has, many people elaborate on how interaction with them work. An about page also helps people know your character. Do not just link a wiki page, especially if play as a canon divergent canon character. A well thought out about page helps both OCs and canon characters. It gives a personality and base for your muse and sets it apart from others.

Make it this far? Hella! You are almost through that metaphorical door! Now that the basic and bare bones of your blog is out of the way, let’s talk about trends, or what it is more commonly called aesthetics. They constantly change in the rp community. GIFs used to be the common thing, now it is still icons. While the trends may change, the basics of tumblr rp stays the same.

Themes- Right now, as I write this long essay of a post, container themes are all the rage. They were not always, nor are they required of an RP blog. As long as a blog does not have the basic preloaded themes that tumblr offers, most people don’t care too much about what it looks like. A few good theme blogs for RPers are soldierholiic, theme-hunter, and octomoosey. Don’t like any of those? Look at someone’s blog. There is usually a small icon in the bottom corner that links to the theme maker’s blog. My personal favorite is soldierholiic’s sora theme.

Formatting- You do not have to format your post to be considered quality! You do not have to hate formatting to be considered quality! As long as you can use basic grammar and spelling, you are good. Many people use small text because it looks a bit cleaner. The shortcut for small text is ctrl+shift+ -, if that helps. Also, many people expect your posts to be cut, meaning the latest two replies on a post. If you do not want or cannot download x-kit or other extensions, just politely ask your partners either through talking OOC or in your rules, to cut your post for you.

Function>Aesthetics- While having a nice looking blog is...well, nice, if someone can’t read or navigate through it, then they most likely will avoid you. Many experienced blogs are guilty of this too, not just over zealous newer blogs. Make your posts readable, both on the dash and the blog. Make your pages easy and accessible to find, especially for mobile users. Use colors that won’t kill my eyes because I’m reading your reply on your blog.

Graphics pt 2- While many blogs have personalized or hand drawn icons and promos, it’s not a requirement. You can use the icons you find in the tags. You can have icons that don’t match your theme. As long as they are sized correctly (100x100px is the norm), they do not have to be super edited. For promos, many fandoms accept the casual promo, containing an icon and a bit of info about your blog. It’s easy to spread around and learn a bit about the mun/muse. A fancy photoshopped graphic designed promo is not 100% necessary in most fandoms right now.

I know this post is getting very long and boring, but I swear I am almost done. Your blog is set up. You know the basics of roleplaying on tumblr. But everyone seems so scary with their rules, friends, and mains, etc. Many people on here are shy when it comes to new people. You probably are too. This is how you talk to people who seem intimidating. 

Be Casual- There is no need to call everyone senpai or quality or perf. That just makes things awkward. Just be casual with people you want to interact with. Talk about your fandom, scream headcanons with them, ask for their name. You do not have to go in with ‘HI DO YOU WANT TO RP WITH ME, [muse name here]-MUN-SENPAI?!!’ That comes off a bit strong and off-putting.

Be Respectful- First off, don’t be a jerk to people. Secondly, just read someone’s rules before messaging them with questions about something. While many are open to answering any questions a follower may have about them, if it something already stated in the rules of that blog, just save you all some trouble by reading them. Also, do not hate on their interpretation of a character. Each blog is different, even if there are 100 duplicates for that character. 

Don’t Be Afraid To Ask For Help- Is there something in the reply you don’t understand? Something about their character you don’t understand? Questions about the universe? Feel free to ask a partner for help! They won’t bite if you are respectful about it. Also, if you are close to your partners, they will often be open to help you with graphics if they have experience/time. Just don’t strut into their IMs expecting a theme done before you get there. Ask first! Be okay with their answer, even if you do not like it. 

Lastly, roleplaying is a hobby. Do not let it consume your life or stress you out. If that does happen, it is okay to take a break and come back. It is okay to restart your blog from scratch. It is okay to follow new and different people. Just have fun and be yourself.

[dydturktek]

Nem Kurutma | Nem Alma | Rutubet Kurutma | DYD 444 0 719

The principle purpose of the introduction would be to present your situation

The principle purpose of the introduction would be to present your situation

Regardless of the known undeniable fact that, as Shakespeare sa >essay writing. The thing is, the conventions of English essays are more formulaic than you might think – and, in lots of ways, it may be as simple as counting to five.

All their own, the basic high school or college essay has the following standardized, five paragraph structure though more advanced academic papers are a category

It is – the >essay though it may seem formulaic – and, well. You see, if your essay has the structure that is same any other one, any reader should certainly easily and quickly get the information most highly relevant to them.

The Introduction

The principle function of the introduction is always to present your position (this is also called the “thesis” or “argument”) in the issue in front of you but effective introductory paragraphs are so much more than that. Before you even get to this thesis statement, for example, the essay must start with a “hook” that grabs the reader’s attention and makes them want to read on. Samples of effective hooks include relevant quotations (“no man is an island”) or surprising statistics (“three out of four doctors report that…”).

Only then, using the reader’s attention “hooked,” should you move on to the thesis. The thesis should always be a clear, one-sentence explanation of the position that leaves no doubt when you look at the mind that is reader’s which s >essay.

Following the thesis, you really need to prov >essay. Not merely performs this tell the reader what to expect in the paragraphs to also come but it provides them with a clearer comprehension of what the essay is approximately.

Finally, designing the last sentence in in this way gets the added benefit of seamlessly moving the reader towards the first paragraph for the body of the paper. This way we could note that the basic introduction does not require to be much more than three or four sentences in length. You might want to consider editing it down a bit if yours is much longer!

Here, for example, is an introductory paragraph to an essay in reaction into the question that is following

“Do we get the full story from finding out that we are making mistakes or from our successful actions?”

“No man is an island” and, as a result, he is constantly shaped and impacted by his experiences. People learn by doing and, accordingly, learn somewhat more from their mistakes than their success. For evidence of this, consider examples from both science and experience that is everyday.

The best first impression possible because this is the first paragraph of your essay it is your opportunity to give the reader. The paragraph that is introductory only provides the reader an idea of what you should speak about but also shows them how you will speak about it. Put a disproportionate quantity of effort into this – more than the 20% a simple calculation would suggest – and you will certainly be rewarded accordingly.

Active voice, wherein the subjects direct actions rather than allow the actions “happen to” them – “he scored a 97%” in the place of “he was given a 97%” – is a more powerful and way that is attention-grabbing write. In addition, unless it really is your own narrative, avoid personal pronouns like I, My, or Me. Try instead to become more general and you will have your reader hooked.

The Human Body Paragraphs

The m >essay are collectively known as the body paragraphs 123helpme prices and, as alluded to above, the purpose that is main of body paragraph is to spell call at detail the examples that support your thesis.

When it comes to first body paragraph you need to use your strongest argument or most critical example unless some other more obvious beginning point (such as the scenario of chronological explanations) is required. The sentence that is first of paragraph ought to be the topic sentence associated with paragraph that directly relates to the examples placed in the mini-outline of introductory paragraph.

A one sentence body paragraph that merely cites the exemplory case of “George Washington” or “LeBron James” is certainly not enough, however. No, after this an essay that is effective follow up with this topic sentence by explaining to the reader, in detail, who or what an illustration is and, more to the point, why that example is relevant.

Perhaps the most famous examples need context. For example, George Washington’s life was that is extremely complex using him for instance, can you intend to mention to his honesty, bravery, and maybe even his wooden teeth? Your reader has to know this and it is your work since the writer to paint the picture that is appropriate them. For this, it is a good idea to give you the reader with five or six relevant information about the life span (as a whole) or event (in particular) you imagine most clearly illustrates your point.

Having done that, you then want to explain exactly why this example proves your thesis . The necessity of this step may not be understated (you are providing the example in the first place although it clearly can be underlined); this is, after all, the whole reason. Seal the offer by directly stating why this example is pertinent.

The following is a typical example of a body paragraph to carry on the essay begun above:

Take, by way of example, Thomas Edison. The famed American inventor rose to prominence in the late 19th century because of his successes, yes, but even he felt that these successes were the result of his many failures. He would not succeed in his work on one of his most well-known inventions, the lightbulb, on his first try nor even on his hundred and first try. In fact, it took him significantly more than 1,000 attempts to result in the first bulb that is incandescent, along the way, he learned quite a deal. I would not fail a thousand times but rather succeeded in finding one thousand ways it might not work. while he himself said, “” Thus Edison demonstrated both in thought and action how instructive mistakes can be.

The sentence that is first the topic sentence – of your body paragraphs needs to have a lot individual pieces to be truly effective. Not merely should it open with a transition that signals the alteration in one idea to another but additionally it will (ideally) also have a thread that is common ties all of the body paragraphs together. For example, if you used “first” in the 1st body paragraph then you should used “secondly” when you look at the second or “on the one hand” and “on the other hand” accordingly.

Examples should always be relevant to the thesis and so should the explanatory details you prov >essay) should oftimes be skipped over.

You could have realized that, though the above paragraph aligns pretty closely aided by the provided outline, there clearly was one large exception: the first few words. These words are illustration of a transitional phrase – others include “furthermore,” “moreover,” but also “by contrast” and “on one other hand” – and tend to be the sign of good writing.

Transitional phrases are useful for showing the reader where one section ends and another begins. It may be helpful to see them since the written exact carbon copy of the sorts of spoken cues used in formal speeches that signal the end of just one group of ideas together with beginning of some other. In essence, they lead the reader from 1 part of the paragraph of another.

To help expand illustrate this, cons >essay:

In a way that is similar we are all like Edison in our own way. It riding a bike, driving a car, or cooking a cake – we learn from our mistakes whenever we learn a new skill – be. Few, if any, are prepared to go from training wheels to a marathon in a day that is single these early experiences (these so-called mistakes) often helps us improve our performance in the long run. You simply can’t make a cake without breaking a couple of eggs and, likewise, we learn by doing and doing inevitably means making mistakes.

Hopefully this example not merely provides another exemplory case of an effective body paragraph but additionally illustrates how transitional phrases enables you to distinguish between them.

Even though conclusion paragraph comes in the end of the essay it must not be seen as an afterthought. Because the final paragraph is represents your last opportunity to create your case and, as a result, should follow an format that is extremely rigid.

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