All Quiet On The Western Front Essays (539 words) -

All Quiet On The Western Front "All Quiet on the Western Front" was written in a first person style. The story was told by Paul Bamer, a nineteen year old student, convinced to enlist with the German army by his schoolmaster, Kantorek. Along with many of his friends from school, he is trained under Corporal Himmelstoss, a strictly disciplined commander who dislikes Paul because of his "defiance." When sent to the front, Paul, along with his other friends, made new friendships that would last throughout time. His newly made friend/commander, was a man named Stanislaus Katczinsky. As a man of forty years of age he was an wise old man as well as a friend to the young eighteen and nineteen year old recruits. After visiting the front for long stretches Paul is given fourteen days of leave where he can visit his ill mother at his own home. After this leave he is sent back to training and then back to the front. His trip is lengthened when he discovers that his unit has been reassigned to another area. Finding his unit, he reunites with his friends and joins up with them again in the war efforts. While searching in "no man's land," Paul is confined to a shell hole for a long night. During this night a French soldier falls in the hole and Paul stabs him. The hours to come are very hard for Paul as he comforts and waits for the Englishman to die. Paul's group has a stroke of luck when they were assigned to defend a village. Since no inhabitants were left they were able to go through the houses to take and use whatever they wanted. This luck, however, did not last forever. One day the French came and began shelling the village. While evacuating Paul and his friend Albert Kropp were injured by gunshot wounds. They were bandaged up and sent on a train back home. This ride home took a turn. When Kropp got a fever he was scheduled to be dropped off at the next stop. In order for Paul to stay with his friend, he had to convince the nurse that he also was sick from infection. After being dropped off they were taken to a Catholic hospital to be treated. After a few weeks Kropp's leg is overcome with infection and is amputated at the thigh. After a few more weeks Paul and Kropp parted, Paul going back to the war and Kropp going home. Returning to the front was hard for Paul. The days were getting cold and one by one he watched his friends die. The hardest loss was that of Kat. After Kat had been shot, Paul had to carry Kat to the nearest dressing station a few miles away. Stopping every few minutes to rest, Paul frequently checked to make sure that Kat, even with his injury, was ok. When at last Paul reached the dressing station the nurse told him that Kat was dead. When Paul checked again a small shell fragment had just penetrated that back of Kat's head. He was still even warm. Kat was the last of Paul's friends to die in the war. Then, in October of 1918, Paul finally fell. The book describes his death as, "...his face had an expression of calm, as though almost glad the end had come." The war ended the next month.

Using the Scoring Rubric and Sample Student Answers As Your Scoring Guideline

Using the Scoring Rubric and Sample Student Answers As Your Scoring GuidelineWhen it comes to using the scoring rubric and sample student answers as your scoring guideline, it's important to remember that this is not a one-size-fits-all approach. The people who are taking the SAT will have vastly different backgrounds, experiences, and motivations, so the answer choices you see in the scoring rubric could have a huge impact on which student scores the highest. The easy thing to do, then, is to give each section a score based on the fact that a lot of people are seeing it.If you're still using the sample student answers as your scoring guideline, it can be very helpful to keep the following things in mind. First, no matter how good the solution may seem to be, it won't work for everyone. While everyone will find that some solutions are a little easier than others, there are still going to be differences.Secondly, you shouldn't use the scoring rubric and sample student answers as your scoring guideline because you want to set yourself up as the hero in your own story. If you focus too much on what others are doing, you'll make yourself look like the bad guy. If you focus too much on what other people are doing, you won't get the credit that you deserve. What they're doing is their own business; you need to do yours, too.In general, people tend to create answers to questions with an eye toward making them sound more like they're trying to impress the professor or whoever is grading the test, rather than looking at the best answers to come up with the answers that are actually best for them. You need to know that, while there are going to be some good answers on the test, not all of them will apply to you. You need to know that you have the edge. There are going to be questions on the test that are easier for you than others, but the important thing is to figure out which answers will help you most.What can you do if you're still using the scoring rubric and sample student answers as your scoring guideline? There are many things that you can do to make sure that you understand the different kinds of students who will be on the test. You can become familiar with SAT topics, for example, or start to learn about what kinds of questions are designed to test certain traits.By looking at your answer choices and figuring out where you need to make adjustments, you can make a bigger improvement than by just reading everything off of the page and filling in the gaps yourself. By looking at your answers, you can see where you need to focus your attention. That's a better way to improve your score, anyway.Some people find that certain things that they've seen in the scoring rubric don't apply to them, so that's something to keep in mind as well. Since so many different people take the SAT, the key is to get used to looking at a test from a completely different perspective, and that can only happen if you spend time learning about the different problems that the test will present you with.