So, each year, I take some of my favorite exam answers and write them down, just for shits and giggles.
Here’s some of the gems from this go-round.
What was the purpose of the poem “And Then They Came For Me”? What message might the speaker have been trying to convey with this poem?
1. And they came for me…(my favorite poem by the way) the purpose of that was because it was this person in the poem that seen the germans kill people by there group and saw what was going on but didnt speak up. And by the time it was his turn he wanted someone to speak up for him but they didnt. And I think the speaker was trying to say that sometimes people in this world do some crazy things and we just sit back watch and not speak for the things we know is wrong. But yet we want everybody to fix our problems. Stand up and speak out for what you know is wrong and help others fix there problems, and maybe in return they will help you.
2. "And then they came for me” is trying to send a message with this poem to say that itsa great poem and no matter what someone always gets it in the end.
Just like the title Things Fall Apart gives reader deeper insight into the story, so does the title A Doll’s House. Why do you think Henrik Ibsen chose this title for his play? To what could he have been referring?
1. "Who is Henrik Ibsen?"
2. Henrik Ibsen chose those titles because he knows they would catch peoples eye. Things fall Apart probably because people have family issues, and they might think its about that. And a dolls house, because of the gentlemens club “doll house”.
"The Cask of Amontillado" – summarize the story
"It is about somebody is on this boat and they are on their way home. And when the get home people are just standing next to the boat staring and waiting for them to get off the boat.”
And with that – school is over! (Okay, almost…I technically have one more exam, tomorrow. But I don’t have to grade that one. So, for me, school is over.)
I was reading the Teachers College Record when I came across this gem of an article:
by Anne Wheelock, Damian J. Bebell & Walt Haney � November 02, 2000
Many high-stakes testing policies rest on the belief that attaching consequences to test scores will persuade students of the importance of academics and will motivate them to exert greater effort to achieve at passing levels. This investigation explores this assumption through an examination of students’ drawings of themselves taking the Massachusetts high-stakes test. Student drawings conveyed a range of opinions about test difficulty, length, and content. A small minority of drawings depicted students as diligent problem-solvers and thinkers. A larger percentage of drawings portrayed students as anxious, angry, bored, pessimistic, or withdrawn from testing. The overall patterns that emerge challenge the belief that the high stakes associated with MCAS will enhance the motivation and effort of students in a uniform way.
Of course, this article is eight years old, which begs the next question: why did TCR email me an eight year old article like it was news?
But it’s all good.
Last weekend was not the best, and, to make matters worse (I think) I was perfectly numb about the mishaps. I overslept for the first Praxis…What’s that? The sound of $75 being stuffed into a garbage can? Oh, now it’s being incinerated — the trash can too? Meh. I’m cool. I missed the fact that I was supposed to be at work half an hour ago? Meh. I’m still cool. Some elderly gentlemen fell in the orrery at the p’tarium and you came to me because I’m the tech and you think that he might be seriously injured but you can’t find the accident report forms and neither can I because I don’t have access to the new online file swapping system that MPSC has decided to use? I’m cool as the other side of the pillow, I am.
The rest of the week went much like this. Small things that usually would have made me really worried have not managed to bother me much. Oddly enough, I think it is because I was so stressed out just a few weeks ago. I feel like Cartman did the time he saw something so funny that he didn’t find anything else funny anymore. Perhaps I’ve been through so much stress and emotional turmoil that I just don’t feel one way or the other about anything at the moment.
I mean, really, things are only look up from here.
I’ve turned in licensure and graduation forms, taken one of the Praxis tests, secured a job, and am sure that The Boy has a job for next year as well. Today was the last day of class, we’ll be apartment hunting in Asheville this weekend with The Boy’s Mom (The Joyce) and I am officially OUT of here as a student!
So I should be happier right? Or nervous…or at least something!
Wait…is this the feeling called “Zen”?