Huck Finn Life on the raft vs land Essay Example For Students

Huck Finn Life on the raft vs land Essay In the novel, The Adventures of Huckleberry Finn, by Mark Twain, Huck lives in two different settings. One of the settings is on land with the widow and with his father and the other is on the river with Jim. There are many differences of living on land as opposed to living on the Mississippi River. On land, Huck has more rules to live by and he has to watch himself so as not to upset the widow or his father. On the river, Huck didnt have to worry about anything except people finding Jim. He also had to worry about the king and the duke for a while. Even thought there are many differences of the two living styles, there are also some similarities. Life on land was filled with many difficulties. There were many rules that Huck had to follow set by both the widow and his father. The widows main goal was to civilize Huck into a member of society. She expected Huck to go to school, wear clean clothes, sleep in his bed, and go to church. She just wanted him to be like a normal child of his age. Even though Huck bends the rules a bit and tries to sneak a smoke here and there, he eventually grows to like living under the widows protection. He proves this point when he says, Living in a house, and sleeping in a bed, pulled on me pretty tight, mostly, but before the cold weather I used to slide out and sleep in the woods, sometimes, and so that was a rest to me. I liked the old ways best, but I was getting so I liked the new ones, too, a little bit. (Twain 1211) He enjoyed his new life of modern comfort until his father kidnapped him and took him to live in a cabin with him. At first, Huck enjoyed his new setting and life in the cabin, but eventually he started to grow sick of being locked up for long periods of time. He began to get annoyed at seeing his father getting drunk and violent all the time. He says, But by-and-by pap got too handy with his hickry, and I couldnt stand it. I was all over welts. He got to going away so much, too, and locking me in. (Twain 1216). Life on the river was also good at first, but it also became tiresome for Huck. He liked the sense of freedom that he had while he was on the river with Jim, he didnt have to go to school nor did he have any rules that he had to live by. He didnt have to worry about what his father was going to do to him. However the river still set limits on their freedom, Jim and Huck were only able to travel at night because they were afraid of Jim being found and whenever they would stop for the day, they would have to cover up the raft with leaves and foliage. Huck did not like having to be the one that would have to go look for food and water for them, he never had to be responsible until this time and, he didnt like having to use such precautions so that Jim would not be found. Huck could have made life easier for himself and turned Jim in, but he looked at him as a friend not as a fugitive slave. Twain purposely These two living conditions Re not very similar although there are a few similari ties that can be found. The first similarity is how each living situation started out easy, but became hard and tiresome for Huck. Though living with the widow started out hard and became easy, the similarity is the change for the opposite difficulty than what the difficulty was to start with. Another similarity is that Huck is not happy with wherever he is. He was not happy at the widows because of all the rules nor was he happy at his fathers because of the beatings that he received. Though this could be said about any living situation, the problem is exaggerated in The Adventures of Huckleberry Finn. .ue0381518b76a116f9d04326f2ddb51bc , .ue0381518b76a116f9d04326f2ddb51bc .postImageUrl , .ue0381518b76a116f9d04326f2ddb51bc .centered-text-area { min-height: 80px; position: relative; } .ue0381518b76a116f9d04326f2ddb51bc , .ue0381518b76a116f9d04326f2ddb51bc:hover , .ue0381518b76a116f9d04326f2ddb51bc:visited , .ue0381518b76a116f9d04326f2ddb51bc:active { border:0!important; } .ue0381518b76a116f9d04326f2ddb51bc .clearfix:after { content: ""; display: table; clear: both; } .ue0381518b76a116f9d04326f2ddb51bc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue0381518b76a116f9d04326f2ddb51bc:active , .ue0381518b76a116f9d04326f2ddb51bc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue0381518b76a116f9d04326f2ddb51bc .centered-text-area { width: 100%; position: relative ; } .ue0381518b76a116f9d04326f2ddb51bc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue0381518b76a116f9d04326f2ddb51bc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue0381518b76a116f9d04326f2ddb51bc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue0381518b76a116f9d04326f2ddb51bc:hover .ctaButton { background-color: #34495E!important; } .ue0381518b76a116f9d04326f2ddb51bc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue0381518b76a116f9d04326f2ddb51bc .ue0381518b76a116f9d04326f2ddb51bc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue0381518b76a116f9d04326f2ddb51bc:after { content: ""; display: block; clear: both; } READ: james EssayThough there are many difficulties in all of the living situations that Huck has experienced, the easiest one for him to deal with was the one with the widow. Even though he did not like abiding by her rules, at least he had a place to sleep and food to eat. Huck liked being his own boss on the river, but he also liked the comfort that he got from the widow. He also liked the freedom that he thought he had at his father. However difficult each situation, the easiest and best situation is usually the most apparent one.

Vital Pieces of Scholarship Application Essay Samples

Vital Pieces of Scholarship Application Essay Samples Write the results that you expect to get. You can talk about your past, present and future in a thorough manner. Just being considered to submit an application for a scholarship is already a pleasure and an achievement that you need to be pleased with. Considering all the knowledge areas and tips that you're already mindful of in writing a scholarship letter, you may easily put together all of the information that you have to make sure you and your scholarship letter will stick out. An excellent scholarship essay aids the scholarship provider understand the actual person supporting the application and may be the trick to winning the award (assuming you satisfy the other scholarship criteria). Especially, write the method by which the scholarship is able to help you continue your education including the financial conditions of your loved ones and how you'll have the ability to help them as well. Receiving the Gilman schola rship would allow it to be feasible for me to cover the program price. A sample is offered below for the better knowledge of students. Furthermore, the writing norms and specified format is going to be taken into consideration when performing the job. It's far better to use your own words and see to the subject employing a very clear and concise language. Both examples manage the exact theme (sick parent) but utilize various approaches. The New Fuss About Scholarship Application Essay Samples Students are also requested to compose scholarship essays on several social difficulties. Therefore, students want to pay attention in regards to formatting their scholarship essays. If you would like to succeed and know how to write a scholarship essay, you also need to become familiarized with the most frequently made mistakes. The main reason why it's necessary for you to make sure you will produce a detailed and thorough scholarship essay is because of the benefits it can provide to your scholarship application. That means you can order for our high school scholarship essay examples without needing to fret about your private info. The scholarship essay examples shared here are a fantastic plan in telling you the way to compose the ideal scholarship essay. A lot of people write by beginning anywhere with a completely free stream of ideas they then mold into a suitable order. Once you write and revise your essay, you want to have a rest from it so you can return with a fresh set of eyes. If it is a typical notion, concentrate on attempting to say it better than anyone else. Having us to fix any of the issues which you may face when coming up with schola rship essay topics will be advisable for you. Don't use any fancy fonts as it can produce the essay appear informal. Your next paragraph should contain supporting details that may further talk about the topic you've presented on the very first paragraph. There are various letter documents and essay examples that are employed in the industry of education. Ensure your essay is neatly typed, and that there's plenty of white space' on the webpage. An essay outline can help you organize the general structure of your essay. It's simple to point out an essay that's been written solely for the interest of it. If your essay doesn't meet the precise requirements you'll be disqualified. Generally, a typical essay is composed of 3 paragraphs, sometimes more. Keep away from rambling and be sure each topic contributes to the total essay. A superb essay is one which leaves a long-lasting impression. Without understanding the significance of the vital themes, it is not possible to compose an impeccable essay. Becoming mindful of common essay mistakes and the way to repair them can help you produce an impressive scholarship essay. The essay plays an important role is allowing institutes to evaluate the abilities and qualities of candidates. Students will need to mention their targets. They basically need to write how they implement their theoretical knowledge in practical life in order to attain success. They need to focus on their strengths. Naturally, you won't send a wholly distinctive essay alongside each application. Before you submit your application make sure that you take the opportunity to proofread your essay from starting to end. You will realize that as soon as you have seen one or two applications, you've pretty much s een all of them. Your application ought to be typewritten and neat.

What Is The Topic Of Paper Towns?

What Is The Topic Of Paper Towns?There are many choices in paper towns and various topics to choose from when choosing which one will be the right one for you. What is the topic of paper towns? It is a very interesting question to ask because it is one of the main reasons that people gather to visit a community for the day.What is something special about this area and what is the point of visiting it? What is the topic of paper towns? These questions and many others are constantly on everyone's mind when they are deciding to go to a paper town.So, what is the topic of paper towns? It is a social event where people from all over the country come together for a day of fun and excitement. This is the kind of event that not many people can go to unless they have a special occasion. Although it is the best way to spend a day in a new place, it is not the type of event that most people would want to join if they were not able to go with their family or friends.Something else to consider is how often this event happens? Usually they happen twice a year, but that may change depending on how many people decide to join them. They are not only held in places that are popular for tourists, but there are some that are held in rural areas as well.Other people that gather for the purpose of paper towns are people that live in certain locations and cannot make it all year. Sometimes it is a great way to meet people that do not always travel but really enjoy being in the same place as others that do. Since so many people want to visit every single year, sometimes they do not have enough people to actually go to the site where the event takes place.When it comes to public gatherings, there are few that are as open as this. Because the people that gather here are usually interested in the activity, there is usually a limit to the number of people that can come in and out during the day. Although it is a lot of fun for everyone, there are some that want to keep the number of peopl e down to just the people that they need.One last thing to consider is how many guests are able to attend any given public gathering. This can be one of the most important things to think about when making plans for a paper town. The amount of people that will actually be able to attend will help determine the size of the group that will be able to get into the community.So, what is the topic of paper towns? Paper towns are events that are considered to be fun, exciting, and should be enjoyed by everyone. Everyone that is able to join will get a chance to really enjoy this thing called a paper town.

Examples of Analytical Research Paper Topics

Examples of Analytical Research Paper TopicsSo, you have decided to do some analytical research, but you aren't sure where to start. Or, do you think you have all the examples of analytical research paper topics? If you answered no to any of the questions, you may want to reconsider that plan. The following list of ideas is intended to help you find good research topics, or at least a good list of examples of analytical research paper topics.While every topic is appropriate for any level of education, you should remember that the topics in any given academic level need to be presented to you as a particular group of words, perhaps to be taught in the context of another academic level, or perhaps to be presented as a logical sequence of ideas. If a topic doesn't fit this scenario, there may be a better, more appropriate one.In addition to the wordings for the topics that you can work with, consider the ways in which they relate to the areas of your study. This can help you come up wit h ideas for topics in your area of study and can help you see how a topic might relate to others.Often, a topic in one area of study will also apply to another area of study, perhaps the topic for the study of people. For example, if you are an experimental psychologist, you might try to investigate how social interaction affects the way people respond to rewards.You can even explore the difference between topics you might be able to make for a diverse range of subjects, as long as they are related to your primary area of study. However, it is best to be careful here, as there are some topics that aren't appropriate for other fields. Some examples of these topics include:What is human nature? You can explore the question of what makes human beings unique, and how this relates to certain life areas. You might start with an examination of cultural differences in life and then follow it up with the results of experiments that examine the nature of human social interactions. The former can help you explore the nature of human social interactions, and the latter can help you study the effects of the biological nature of human beings.While these are just some examples of analytical research paper topics, keep in mind that many are similar to topics you have studied, but that you can bring some uniqueness to. After all, different people have different interests and so do different subjects.

How to Use a PTE Writing Sample

How to Use a PTE Writing SampleOne of the most popular ways to get your coursework or career writing finished is to use a PTE (Personal Tested Essay) Writing Sample. This is where a committee, typically a group of students, write a project based on the topic of the course that you have taught. This allows you to pick what you want to teach and what topics are appropriate for your class to learn.Most teachers in their own research did not have the time or resources to write the essays themselves, so they turned to the PTE Writing Sample. If you don't feel comfortable writing your own, this is an excellent way to use your time to study writing and still become an instructor. The information that you need can be provided by experts who have already learned how to write. Your class will also appreciate this as you are helping to make sure that the class is learning something new.The test that you will be required to take from the PTE Writing Sample should be interesting to your students. They will be able to see your knowledge and skill levels, but you may also get more feedback on how they are applying it in their essays. By being honest and sharing your knowledge with students, you can be a more knowledgeable instructor.Also, you should make sure that the student in your class has taken this personal test. Don't force them to take the entire test when you could have left it out. A small number of students may be left out, so having them take it is important to you.To become a good writer, you must put yourself in a situation where you are comfortable. This can be through asking other students for critiques. Also, find a way to get feedback from an authority on writing, such as a teacher, professor, or a professional writer. This can help you become a better writer as well as give you another view to look at yourself.Getting your students to participate in this kind of personal tutoring will be much more productive for you than if you were to write an essay for th em. They will be learning from your experience and if you do this, you are helping them improve their skills as well. Also, you have a chance to give your students something constructive to work on, rather than doing a workbook. By giving them this chance, you will teach them valuable lessons that will be beneficial in their future education.It is time to start teaching with the PTE Writing Sample. Get the most out of your time by using this opportunity to make your class better than ever.

How does William Golding show evil at work in Lord of the Flies Essay Example

How does William Golding show evil at work in Lord of the Flies Paper In the novel, Golding concentrates a lot on the subject of evil and how the children are evil on the island. I believe that he does this to show how humans can have evil within them, and how it can be brought out in certain situations. I also believe that he has focused on evil a lot in the novel as he has entitled the novel lord of the flies which is the means Beelzebub which is commonly used as a word to describe the devil. In the beginning, Golding immediately brings in the subject of evil as early as when the party of boys, known as the choir joined the group of children, they were wearing long black cloaks when everyone else had taken there clothes off because of the heat, they were described as a creature, a shadow and that they looked like darkness. I believe Golding has used this sense of black to suggest that they are evil. Another thing that I believe that Golding has used in the novel to show how some humans are evil is that Jack took an instant dislike towards Piggy as Piggy was intimidated by this uniformed superiority, before he knew anything about him and then went on to bully him throughout the rest of the novel. Jack constantly called him fatty until he found out about the name Piggy and made everyone laugh at him. Piggy was always an outsider after that incident. I feel that another way in which the novel implies that there is evil on the island is the setting of the scar. We will write a custom essay sample on How does William Golding show evil at work in Lord of the Flies specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How does William Golding show evil at work in Lord of the Flies specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How does William Golding show evil at work in Lord of the Flies specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This is because the area is unattractive and it is given a name of something that is generally unattractive and something that is unusual scar. I believe that Golding has used this to suggest that bad things have happened to the island and bad things are going to happen to the boys also. Another way in which Golding incorporates evil within the novel is when a child was killed because of the lack of control the boys had over the fire. It also took them a while before that they noticed he was missing and it was Piggy who noticed it. There was also no real sorrow for the boy and they carried on life as if nothing had changed, which shows that they didnt really care about him. I also feel that this shows that the island is unforgiving. I believe that the jungle is another symbol of evil that Golding used. The jungle is often described as the heart of darkness. I believe that this is because there is always something of an evil nature that happens in the jungle or is to have said to have happened in the jungle, as it is the jungle where by the snake-thing is supposed have been seen. Also, it is deep in the forest where the pigs are hunted and killed by the children in a savage manor. Another symbol of evil that Golding uses in the novel is the beast. Although there never actually is a beast, I still feel that it adds to the theme of evil within the novel this is because it makes people scared and live in fear, but I also believe that it is a metaphor for what lies within of the children; an evil beast. Not only this but I also believe that the beast helps us to identify the characters within the novel and gives us more detail about their personality. For example, Ralph and Piggy immediately try to say to the litluns that there isnt a beast to try and save them the discomfort they constantly say But there isnt a beastie! and try to convince everyone that they are confident of that fact. Although they say this we find out that both of these characters do have some doubt about there being a beast however they did the mature thing by acknowledging that it could cause havoc if the litluns thought there was and therefore they denied it. This shows a contrast to the characters of Simon and Jack. Simon obviously has no belief in the beast as he has no fear when he enters the forest by himself whereas all of the other characters are very scared. We arent told how Jack feels about the beast however he tries to contrast Ralph and Piggy idea of trying to keep the litluns not scared by saying but if there was a snake wed hunt it and kill it. This plants into the mind of the litluns that there may be a beast. It also gives Jack power as the litluns now think that he will protect them from the beast by killing it. Another example of evil within the novel involves Roger. He sees Henry, playing with the animals. He threw a stone at Henry but threw to miss this shows that he still had something civilised physiologically stopping him from hitting Henry, although he had a strong urge to do so. This shows that Roger had evil intensions and has evil within. I believe that Golding has used this example of Roger to try and make us think about where evil comes from. He uses Jack and Roger as examples. When Jack arrives on the island he is head boy and head of the choir, this suggests that he is a well-behaved child and is good. However as the novel moves on he becomes sinister and evil. In contrast to this, Roger has evil intensions from the start and wants to hurt Henry. I believe that Golding has done this to try and debate whether evil is occurred by nature or nurture. I believe that the mask is another symbol of evil in the novel. This is because when Jack goes to kill the piglet at the first attempt, he was unable to do it because there was still something civilised about his character. However when he puts the mask on it takes away his identity. Jack becomes an awesome stranger, which is a quote that perfectly describes the change that has occurred in the character of Jack, the mask has taken away his identity and his civilised nature and he has become savage. This savageness enables him to kill the pig. I also believe that the mask is a symbol showing that they have become savage and that they are regressing. This is because masks are most commonly associated with our ancestors who we have evolved in character from. This mask is a symbol of how the boys are regressing back to that savage form. Another way in which it shows how the choir have changed while they have been on the island, obviously, being a choir they were good at singing and did it a lot. However as they regressed on the island this innocent singing became chanting. They chanted kill the pig, cut his throat, spill his blood. Most modern hunter would try to kill the animals in the kindest way, however this chant suggests that the choir are enjoying what they are doing and feel no guilt when they take another animals life. In the novel, certain members of the choir become obsessed with hunting and providing meat. Later on in the novel they kill the sow, I believe the way in which they murder this sow demonstrates how evil the boys have become and is a very symbolic event in the whole novel. It particularly involves the two characters Jack and Roger, who seem to be the most evil two characters of the boys. They chased and hunted the chosen pig and I believe that the fact it was a mother was symbolic, Golding is trying to say that these boys no longer need a mother in their lives and they have become independent. They threw fire-hardened points towards the pig until they injured it and the sow staggered. The hunters followed the injured pig, this shows that desperately wanted the kill; they have become savage and evil. The language that Golding used is sometimes described as the language of rape. This is because he uses words like lust and wedded to describe how the hunters were killing her. The name Roger is commonly associated with a person who is good with a spear and this is shown in this s ection of the novel, Roger ran around the heap, prodding with his spear whenever pigflesh appeared. Along with Roger Jack was also on top of the sow stabbing downwards with his knife. The two boys are being lethal in how they are hunting the sow, and they are doing it in a savage and evil manor. The sow was finally defeated when Jack slit her throat, and the hot blood spouted over his hands, these are very young boys and in modern society, most children their age would be very scared in this position, but these boys are attacking the pig in a gruesome way, this shows what they have become and how much they have changed. After the boys killed the sow, they decided to offer the head to the beast as a gift. They put the head on the spear and take in to the top of the mountain. When Simon is by it he starts having a vision that the pigs head is speaking to him. Golding refers to the pigs head as the Lord of the Flies believe that this is a double meaning, the obvious one is that the flies are feeding on the head, however the Lord of the Flies often has another meaning the devil. I believe that Golding is trying to say that the Lord of the Flies represents all of the evil on the island and within the children. When Simon is talking to the Lord of the Flies, because it is being associated with the devil it is as though good is against bad. The Lord of the Flies then threatens Simon in a headmasters voice and calls him a silly little boy. The Lord of the Flies tells Simon that they are going to have fun on the island and that he shouldnt try to stop them or else. The Lord of the Flies also says that youll meet me down there I believe that this could be a metaphor for hell. It is ironic that soon after this experience, the children kill Simon and the Lord of the Flies is a symbol of the evil within the children. To conclude my essay, I believe that Golding has focused on the theme of evil within the novel to show us how humans can be evil. He wants to show what children can become if they are not guided in the right direction. I also believe that he has focused on the theme of evil as he wants us to consider whether evil is born with all humans and each person has the capability of evil inside them of it is to do with there surroundings. I feel that Golding used a good variety of characters to demonstrate the different characteristics when they are put in a situation and how different types of people can react and how people can be led. I think that Golding want to show people how humans can be evil in every day life and we dont even notice it.

Peer Assessment as a Teachers Motivating Strategy

Peer Assessment as a Teachers Motivating Strategy Re-orientation Addressing the reading issues that low ability students face in an English class is an essential step towards increasing the academic potential of these students.Advertising We will write a custom research paper sample on Peer Assessment as a Teacher’s Motivating Strategy specifically for you for only $16.05 $11/page Learn More In order to study the ways for improving the students’ progress, it is appropriate to propose the intervention based on implementation of the peer assessment into a teaching strategy. The class selected for the intervention includes a group of thirteen year seven low-ability students. It should be noted that the whole class consists of twenty students. Among the specified group of students, two students face problems communicating English as they are ESL students (English as a Second Language); 12 students are with special educational needs (SEN); additionally, one student out of five in the group has eith er dyslexia or attention deficit hyperactivity disorder (ADHD). Their knowledge of grammar and syntax rules is of concern and requires attention and improvement (previous results ranged from 3c to 4a; however, the KS2 results showed a tendency of 4a to 5a). Though, compared to the initial test results, the final ones can be discussed as a minor improvement, the current evidence points to the need for the students to work on new skills acquisition and memorising skills development. The literature review provides opportunities to define methods for addressing the needs of the students in question. In their research, Falchikov and Goldfinch (2000) note that students usually lack understanding of the role of peer assessment as well as the significance of providing accurate evaluations of their peers.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Zingaro (2013) also focuses on the rol e of peers in conducting assessments. These discussions support the necessity to provide students with a detailed explanation on the process of evaluation of their peers’ success as well as with a close supervision of the specified procedure. Moreover, it has also been noted by Cox and Maher (2007) that peers usually need to provide each other with positive reinforcement so that they could feel motivated to achieve better results. Focusing on low achieving students’ needs, it is also relevant to refer to Carter (2014) who states that these students need graphic data in order to understand the mechanics of the learning process better. It is also suggested by Murayama, Perkin, and Lichtenfeld (2012) that the incorporation of an element of a game into the learning process is helpful to address the specified issue in the learning process, and the introduction of differentiated assignments allowing the choice of interesting tasks proposed by Burguillo (2010) can also enhanc e the learning process among low-ability students. The review of these sources has resulted in designing the intervention oriented to low-ability students and their peers with high scores responsible for providing assessment. Moreover, an overview of the existing literature has shown that students need positive reinforcement from their instructor in order to succeed during the intervention. Thus, the study by Falchikov and Goldfinch (2000) shows that it is the teacher’s responsibility to guarantee a positive outcome of the peer assessment. The findings are important support the design and implementation of the effective intervention. Intervention The intervention lasted two weeks, including the observation of students during ten days. In the course of the intervention, lessons in English were conducted, and the students were asked to assess each other’s reading skills with the focus on peer assessment.Advertising We will write a custom research paper sample on Peer Assessment as a Teacher’s Motivating Strategy specifically for you for only $16.05 $11/page Learn More The first lesson started with the introduction of the students to the idea of peer assessment, and detailed instructions were provided. The students were given a set of statements for the evaluation of their peers, while the teacher explained what each part of the assessment addressed. The teacher suggested that the students should read the questions out loud and ask if anything was not clear. As soon as every student understood the purpose of the questions, they were divided into pairs; then, the reading of the first excerpt from the book for Reading in English started. After the reading, the students were asked to evaluate their peer’s reading skills according to the previously mentioned criteria and instructions and write down the results. Students answered the questions concerning the contents of the excerpt and the new vocabulary; evaluated their peers’ responses assessing the accuracy of the vocabulary use and correctness of the factual information. During two weeks of the intervention, lessons ended with a game or other appropriate activities. One game was based on locating words in a grid filled with letters and defining these words. The students then evaluated their peers’ skills based on the amount of words found and the time taken to locate the words (the students were given fifteen minutes, a minute per word). The basing on the findings of Knight et al. (2014), the teacher scaffolded the students throughout the assessment helping them measure their peers’ success to help the students to feel more confident. The specified model was repeated throughout the conducted lessons in reading with slight alterations because the game could be replaced with a similar crossword activity.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More At the end of Week 1, students were asked to answer open questions from the questionnaire. Thus, students were asked to answer Questions 5, 7, 8 (Appendix A). The procedure was repeated at the end of Week 2 in order to ensure comparing the answers with the help of the qualitative data analysis. Being asked to answer questions, low ability students displayed keen interest and genuine excitement about the activities only during the second week because they hesitated to grade each other during the first week of the intervention. However, as soon as the teacher assured them that the grading by peers would not affect their actual score calculated by the teacher, they became rather enthusiastic about the process and reflected these emotions in their answers. Still, high achieving peers seemed to be quite bored after they realised that the pace of the lesson was not going to be accelerated during Week 1 and Week 2, and they informed the teacher about that fact. According to Wadesango Baya ga (2013), the fact that motivation can drop among high ability students in the process of the intervention points at the necessity to introduce the set of activities that would keep the attention of high achieving students and at the same time be approachable for low ability students. As a result, the games to conclude lessons were changed to address the needs of high-ability students. The use of a game as a type of activities that both low and high ability students may participate in seemed to have worked quite well within the specified setting. Following Dominiquez et al. (2013) and Connolly et al. (2012), the success of the strategy can be explained by the fact that games presuppose the incorporation of a competition factor and, thus, make the learning process more engaging for high achievers. Question 6 from the delivered questionnaire was answered by the students at the end of Week 1 in order to state the motivating factors for low achievers to adapt to the peer assessment (Ap pendix A). These students seemed to lack confidence when carrying out their first evaluation of their peers, and were more lenient to each other than the standards required. As a result, the students who were obviously scoring lower than the rest of the class did not feel willing to make greater efforts. As a result, the focus on helpful tips for students was important for the further analysis of the data. At the end of the second week of intervention, the students were asked to answer Questions 1, 2, 3, and 4 from the questionnaire in order to demonstrate their attitude toward the peer assessment and conclude about improvements and motivation (Appendix A). During all ten days of the intervention, the observation was conducted, and the results were fixed with the help of the Observational Checklist (Appendix B). It was important to discover any changes in the activity of low achieving and high achieving students associated with the use of peer assessment at lessons. Changes in activ ities were noted for the further analysis. It was noticed that low ability students and high ability students demonstrated different levels of involvement during Week 1 and Week 2, and the further observation was important to explain these notes. According to Lavy, Paserman, and Schlosser (2011), in order to develop new skills and not only retrieve but also process and remember new information, low ability students have to engage into the meta-cognition process. In other words, the students must understand how they acquire new skills and information, as well as use this knowledge for their further studying process. Peer reviewing, in its turn, allows students to understand how they perceive the world around them. In this context, the observation was necessary to understand how cooperation and interaction with peers could influence the collected results (Cohen, Manion Morrison 2011a; Cohen, Manion Morrison 2011b). Data Analysis The qualitative data aim to represent changes in the s tudents’ perception of peer assessment, whereas the quantitative data aim to demonstrate the changes in the low-ability students’ progress in numerical terms. Qualitative Data Analysis Questions 5, 7, and 8 provided in the used questionnaire are open, and the students were asked to describe their thoughts on the experienced peer assessment in their own words. Students answered these questions after the first week of intervention and after the second week. Table 1 represents meaningful details taken from the students’ answers typical for Week 1 and Week 2 as well as identified themes and emotions. Table 1. Details Taken from Students’ Responses, Themes, and Emotional Colouring Week Question Details from Responses Themes Emotional colouring 1 Why do we peer mark each other’s work? â€Å"Because it’s a new task† Emotions, engagement rates, self-esteem and performance Positive emotions, self-actualisation â€Å"Because we need to know more† â€Å"Because we will make serious mistakes otherwise.† Anything else that might help â€Å"I have problems telling letters like b and d apart† Fear, confusion, unwillingness Negative emotions; uncertainty, fear of failing â€Å"My previous teacher told me I was slow thinking† â€Å"I won’t do the homework, because I have no time for it† Any other comments â€Å"Don’t rate me too low, I have ADHD† Fear, curiosity, enthusiasm insistence, responsiveness Mixed emotions: fear of making a mistake and willingness to succeed in class â€Å"I’m going to be a tough grader.† â€Å"Is there a way to get a better score if my peers rate me too low?† 2 Why do we peer mark each other’s work? â€Å"Because we need to learn on each other’s mistakes† Responsiveness, enthusiasm, pride, cheer Positive emotions: self-assurance, certainty in future success â€Å"Because this he lps us learn new stuff† â€Å"Because we must help each other understand the subject† â€Å"Because it is fun† â€Å"Because it brings us together† â€Å"Because we have to know how far we’ve gone† â€Å"Because it helps us learn about our own progress† Anything else that might help â€Å"I liked the class, especially the evaluation part† Enthusiasm, pride, defensiveness Mixed emotions: fear of performing poorly, enjoyment of the class â€Å"rated my paper unfair† â€Å"I want to have more classes like this† â€Å"I feel I’m much better at writing now† Any other comments â€Å"I’d like to have more of these tasks† Curiosity, enthusiasm, pride, insistence, responsiveness Mixed emotions: enjoyment and the acknowledgement of simplicity â€Å"The assignments became tedious at the end† â€Å"I would like to solve more complicated problems.† â€Å"Tha nks! Now I know how to memorise stuff† Table 1 indicates the coded responses of the students on the purpose of the peer assessment and their overall perception of the task. The responses are coded in relation to the emotions and attitudes experienced by students during the two weeks of intervention and presented in Table 1 as â€Å"Themes†. The generalised discussion of identified emotions is presented in the table in the column titled â€Å"Emotional Colouring† in order to ensure comparing of the students’ emotions, attitudes, and motivation typical for Week 1 and Week 2. According to Table 1, about 75% of students experienced such negatively coloured emotions as uncertainty, fear, and confusion associated with peer assessment during Week 1. Only 35% of students could restate the purpose for peer assessment told by the teacher in instructions. The table also shows that during Week 2, 80% of students formulated the purpose easily and demonstrated such p ositive emotions as enthusiasm and pride. 15% of students felt bored because of the task’s simplicity. According to Acosta and Ward (2010), emotional colouring is important to be checked by instructors in order to determine the emotions that students feel when participating in the class activities. Adopted in the qualitative data analysis, the focus on emotional colouring helps to analyse the students’ answers in terms of their attitudes and emotions. During Week 1, the students were rather reluctant to accept the new approach in learning. The situation differed during Week 2. Thus, following Bryman (2008), the emotional reaction of the students towards peer assessment, as well as the final testing process, can be divided into two major groups, positive and negative emotions. According to Jordan et al. (2013), negative emotions such as fear of making mistakes, lack of initiative and engagement in learning, confusion, and unwillingness are associated with high ability s tudents’ adaptation to the new task. Positive emotions like curiosity, enthusiasm, and pride typical for Week 2, represents students’ achievements in relation to skills acquisition and responsiveness to the teacher’s instructions (Jordan et al. 2013). Quantitative Data Analysis Questions 1 and 2 presented in the questionnaire are related to each other, and the main focus is on Question 2 asking about students’ confidence regarding peer assessment and marking the other students’ work. At the end of Week 2, all students reported that they know how to conduct the peer assessment, and Figure 1 provides the visual representation of the percentage of students feeling confident or non-confident while marking the work of their peers. Differences in the level of their confidence were assessed with the help of the 5-point Likert scale measuring confidence from 1 â€Å"No confidence† to 5 â€Å"Very confident†. Figure 1. Students’ confi dence on how to peer mark another student’s work (%) Figure 1 demonstrates that 70% of students described their attitude as â€Å"Very confident†, 20% of students assessed the level of confidence as good, and 10% of students noted that they were rather confident in terms of peer marking the other students’ work. The results demonstrate that there were no students indicating low levels of confidence in procedure. Denton at al. (2013) note that students are inclined to demonstrate high levels of confidence in peer assessment after a period of practice, when fears are changed with first successes. Therefore, at the end of Week 2, students can reasonably discuss themselves as confident in marking each other’s work. Question 3 asks students about the overall usefulness of using peer marking or peer assessment. Figure 2 demonstrates the percentage of students discussing peer marking as a useful or non-useful strategy after the second week of intervention while utilizing the 5-point Likert scale measuring usefulness from 1 â€Å"Not useful† to 5 â€Å"Very useful†. Figure 2. Students’ opinion on usefulness of peer marking other students’ work (%) Figure 2 shows that 35% of students discussed peer marking as useful, and the other students stated that the procedure was very useful (65%). No students discussed peer marking as useless or ineffective procedure, allowing conclusions about the overall usefulness of peer assessment conducted in the group of students. Lavy, Paserman, and Schlosser (2011) state that peer assessment is highly useful strategy used in the class to improve students’ learning and interactions. Students’ answers to the question about the peer assessment’s usefulness support this idea in terms of students’ perception and experience. Question 4 is directly related to evaluating the usefulness of peers’ comments and assessment to improve the other studentsâ⠂¬â„¢ work. Students were asked to evaluate the impact of peer assessment on achieving improvement with the help of the 5-point Likert scale, measuring usefulness from 1 â€Å"Not useful† to 5 â€Å"Very useful†. Figure 3 shows how students regard usefulness of their peers’ comments in percents. Figure 3. Students’ opinion on usefulness of peers’ comments on students’ works (%) The majority of students (55%) evaluated the usefulness of peers’ comments as â€Å"Very useful†, 40% of students agreed that the comments are useful, and 5% stated that the comments were slightly useful to improve the work. The results demonstrate the students’ positive attitude to the peers’ comments, and they are important to conclude about the role of peer assessment for improving the students’ work. According to Lurie et al. (2006), peers’ comments are usually discussed as the valuable tool to improve the other student s’ performance in different areas. Answers to Question 4 are helpful to conclude that most students are inclined to perceive the peer assessment practice as effective to promote improvement of the work. The key to discussing the improvement of students’ performance influenced by peer assessment is the focus on factors that can motivate students to improve peer marking and guarantee higher results. Question 6 asks students about factors that can improve peer marking and understanding of the requirements. The influential factors are â€Å"Clearer instructions†, â€Å"Sentence starters†, and â€Å"Marking anonymously†. Figure 4 represents choices of helpful factors to motivate understanding by low-ability and high-ability students. Figure 4. What helps students to improve peer marking and their understanding of the task (number of students) According to Figure 4, about 98% of helpful factors to improve peer marking was selected by low achieving stude nts, when only 2% of all factors were chosen by high achieving students. The results show the interest of low ability students in using clearer instructions and making peer assessment anonymously, when sentence starters are chosen as helpful by only 10% of students. In order to improve results in peer assessment, students need to understand the task completely, and certain factors are identified by Murayama, Perkin, and Lichtenfeld (2012) as influential for the effectiveness of peer assessment. Thus, to guarantee improvements in the work, students need to use certain markers of factors to make the whole process of peer marking easier. Figure 5 represents the data collected with the help of the Observation Checklist. It was important to assess the changes in students’ activity and its types during Week 1 and Week 2 in order to conclude about their motivation and involvement into peer assessment. Figure 5. Types of students’ activity during Week 1 and Week 2 (number of t imes active) As Figure 5 shows, most students expressed their willingness to participate in assessment by raising hand. The action was observed 22 times during Day 5 and about 18-23 times during Days 6, 7, 8, 9, 10. During all 10 days of the intervention, students asked the teacher to explain the material 3.9% of the whole number of instances, responded emotionally 13.7%, competed with other students 14.7%, asked for clarification 11.8%, volunteered for peer assessment 10.8%, and asked about the grade 12.8%. The number of students saying â€Å"I don’t know† in response to the activity reduced in 27%. Students often need support and clarification when the new activity is integrated in the lesson, as it is noted by Falchikov and Goldfinch (2000). Thus, students asked additional questions about peer assessment and needed clarification during the first five days of the intervention. The situation changed during Week 2, as students became more active, raising hands an d asking for participation as evaluators. Figure 6 also represents changes in the students’ involvement and interest in peer assessment with the focus on differences in behaviours of high-ability and low-ability students. Figure 6. Activity and involvement of low and high ability students in peer marking during Week 1 and Week 2 (number of times active) In Figure 6, the data is based on the information from the Observation Checklist. Thus, low ability students demonstrated the increases in engagement into the peer marking in about 34% during the second week, when high ability students seemed to be discouraged because their activeness decreased in 15%. The changes in activeness of the students can be explained by the fact that the challenge of completing a difficult task such as peer marking decreased during the second week for high ability students. According to Lai and Law (2013), the responsibility for carrying out peer assessment cannot trigger the high achievers’ initiative during a long period of time. In contrast, activeness of low achieving students increased with gaining confidence and becoming more engaged in the process. Discussion The results of the intervention support the prediction that peer assessment is a motivating and encouraging practice for low ability students, but it can be discussed as boring for high ability students when the challenging component of the practice is not referred to. The qualitative data show that the high achieving students lost interest in the peer assessment during the second week of intervention. Falchikov and Goldfinch (2000) state that the key problem of peer assessment as a means to improve the score of low ability students and motivate them can depend on the scaffolding process. The scaffolding strategies used by the teacher can be discussed by the high ability students as tiresome and irritating (Falchikov Goldfinch 2000). The low ability students usually do not pay attention to the scaffolding p rovided by the instructor; however, the manner in which the instructions are delivered may serve as the trigger for the students to develop absence of responsibility. Thus, the qualitative data analysis points at the need to deploy a different scaffolding approach that will presuppose a more active participation of the students (both high and low ability ones) in the assignment. According to Shin (2010), the effectiveness of peer assessment depends not only on the students’ successes in performing the activity but also on the nature of proposed tasks. In this study, tasks in reading proposed for students could be changed to make results more representative. Thus, most high ability students demonstrate lack of enthusiasm due to the simplicity of the tasks, and it will be appropriate to create a set of assignments that become increasingly difficult as a student proceeds with their completion. The specified approach towards developing tests will allow low achieving students to t est their abilities and knowledge to the extent of their capacities and high achieving ones to maintain their academic progress in an appropriate manner. The intervention results reveal the students’ performance was not altered significantly, but the students’ attitude towards acquiring new knowledge and skills changed positively. The purpose of the intervention was to examine peer assessment as a motivating tool for improvement in low ability students. Quantitative data demonstrate that the students became more proactive in their participation in class activities, and they were able to cope with the fear of making mistakes which appeared to be the major barrier for showing the good performance for them. As Wadesango and Bayaga (2013) explain, the ability grouping, as in the setting under research, leads to the development of stronger ties between students and, therefore, it leads to eliminating the fear of being considered negatively. Comfort (2011) notes that low-abi lity students can develop enthusiasm in learning when they understand the task and can demonstrate immediate positive results. The intervention conducted during two weeks allowed decreasing in the level of stress and increasing confidence in performing tasks that these students lacked before the intervention. The study shows that the adequate choice of helpful factors to motivate and support students is effective to promote their involvement and improvement. Limitations The study has certain limitations that restricted reliability. First, the outcomes of the study cannot be applicable to every single instance of low ability students’ training through peer assessment. Indeed, the setting in question was specific and might conflict with the goals and assets of another educational setting as well as the adopted strategy oriented to the selected class. In other words, the approach was tailored to meet the needs of the students that suffered from ADHD and other disorders, had a di fferent ethnic or national background, and experienced difficulties adjusting to the school environment. Comfort (2011) pays attention to determining general and case specific results while conducting the study. It was found that although the research was aimed at testing the idea of using peer assessment coupled with scaffolding in general, it was limited to provide results appropriate for generalising. The number of participants is another limitation that prevents the researcher from considering the implications of the study in a wider context. Since the research demanded the choice of a rather close setting with a relatively small number of participants, the intervention results were rather narrow and suitable for applying only to a specific group of students. Thus, the research has its limits, and needs improvement in terms of involving larger groups of students from different environments. Thus, it is possible to refer to the peer assessment as the intervention in several class es with low-ability students in order to compare results regarding the motivational power of peer marking to improve these students’ successes and involvement into class activities. In terms of methodology, the tools used for collecting the data, such as the questionnaire and Observation Checklist, are rather effective to provide the qualitative and quantitative data for the further analysis. Creswell (2005) notes that a questionnaire is the frequently used tool for qualitative studies to conduct interviews, when checklists are appropriate for observation sessions to collect the numerical data. The limitations of these tools are in the number of questions proposed for students that could be changed depending on variations in the purpose of the future study. In order to guarantee the anonymity and confidentiality following the British Education Research Association (BERA) Guidelines, before the experiment was conducted, teachers and departments were contacted by the author of the study and provided with the informed consent for their students to participate in the research. Thus, the provision of complete anonymity was one of the key conditions of the study. None of the students was named directly in reports throughout the study, and no personal data were disclosed in the process of analysing the case. Therefore, the research complied with the BERA Guidelines, and it did not affect the participants negatively. Implications for the Future Development and Research The outcomes of the study set the premises for carrying out a major analysis of the use of peer assessment along with scaffolding at a more general level, with the focus on involving the larger number of students and possible incorporation of innovative technology, as it is mentioned in the studies by Carter (2014), Connolly et al. (2012), and Knight et al. (2014). It is also possible to refer to the more active use of games in order to motivate students to participate in peer assessment. Accordi ng to Cho, Lee, and Jonassen (2011), students can show improvement in their abilities during these games. Therefore, it may be suggested that games along with the further evaluation may serve as an incentive for the students to achieve the better performance. Moreover, the low scoring students can demonstrate enthusiasm when they perceive the activity as a game and can adapt to less rigid demands which can become a threat to their further performance, as it is discussed by Munro, Abbot, and Rossiter (2013) in their study. As a result, it is important to propose a variety of peer assessment activities in a form of game and other tasks in order for high ability and low ability students to demonstrate change in their progress and motivation. In spite of the fact that the intervention was conducted in the specific and limited setting, it is possible to adapt to the wider audience. It is appropriate to focus on conducting the study that will incorporate students of different social, cult ural, and ethnic backgrounds, and it is imperative to test the effects of peer assessment supported by the teacher’s scaffolding in the larger school area while identifying possible means for improving the current strategy. As the outcomes of the intervention showed, the students became more aware of the stages that they passed as they acquired a specific piece of information or trained in an essential reading skill. This important new knowledge served as a tool for enhancing the learning process for the students, therefore, allowing them to develop the necessary skills within relatively shorter amount of time and apply these abilities in a manner speedier than their previous records showed. Thus, it is important to modify the intervention in order to test changes in the students’ motivation and improvement in a larger context. Conclusion The results of the conducted intervention can be discussed as successful in terms of supporting the idea that peer assessment can be used as an important motivating factor to stimulate the low-ability students’ involvement in class activities and progress. It is possible to propose the interventions based on this one in order to implement in the school environment for improving the participation of low-ability students in class activities. However, some of the hypotheses formulated during the research still need testing because the intervention was based only on the reading tasks, it involved the comparably small number of participants to discuss the received results as rather valid, generalised, and reliable. Nevertheless, the results support the assumption that high ability students may lose motivation for peer assessment and studying according to the specified pattern due to the repetitiveness of the pattern, lesson design, and the overall simplicity of the assignments oriented to low-ability students. Connolly et al. (2012) state that assignments and proposed task for peer assessment need to be highly varied in order to address the needs of students with different levels of academic achievements. The results of the intervention support this idea. Therefore, the tools for involving the high ability students into activities during a long period of time need to be discovered in the future. Still, the results of the intervention support the main hypothesis of the research and answer the question about the role of peer assessment to motivate low-ability students in order to become involved in the class activities and improve their progress. Peer assessment positively affects low-ability students’ motivation and can be used to improve their performance because it is associated with cooperation and the period of adaptation to the new interesting task, as it was previously stated by Knight et al. (2014). The results of the research also have the positive effect on teaching in terms of theoretical discussion of the nature of low-ability students’ motivation and practical us e of peer assessment in order to enhance involvement and learning at lessons. The intervention is helpful for teachers to refer again to the need of motivating not only low ability students because of the academic failures but also high ability learners who need challenging tasks. Thus, it is important to focus on the introduction of differentiated assignments and, therefore, introduction of certain challenges to the relaxed setting associated with peer assessment if students discuss this task as too simple. 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