Toefl Essay Topic

Writing an essay on the given TOEFL essay topic can be a challenging task that requires a thoughtful
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adhering to the specific guidelines and expectations set by the TOEFL exam.

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introduction, develop well-argued body paragraphs, and conclude effectively. The time constraint
during the exam adds an additional layer of difficulty, requiring you to manage your time wisely to
complete the essay within the allocated timeframe.

Furthermore, maintaining coherence and cohesion throughout the essay is crucial. Transitioning
smoothly between paragraphs and ideas, while avoiding repetition, demands a keen sense of writing
skills. Additionally, you need to pay close attention to punctuation, grammar, and spelling to ensure a
polished final product.

In conclusion, crafting a TOEFL essay involves a complex interplay of language proficiency, critical
thinking, and time management skills. It is a task that challenges not only your ability to express
ideas but also your capacity to do so within the constraints of the exam format.

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Toefl Essay TopicToefl Essay Topic
 Essay about Primary Education in Uganda
Primary Education in Uganda A Policy Analysis

Over the past five years, Uganda s education system has proved both effective and
successful. Although in the process of further development, it has nonetheless served as a
model for many developing African countries. The Ugandan government, with President
Yoweri Museveni at its forefront, has determined primary education to be one of the
major channels toward poverty eradication and as a vital resource for economic and
social development. The Ugandan government has made a national commitment to
eradicate illiteracy and educate its citizens through the 1997 initiative, Universal Primary
Education (UPE). All levels of government, the private sector, grass root organizations,
local and ... Show more content on Helpwriting.net ...
As a consequence, policy was adopted that would better Uganda s financial position,
which led to an emphasis of secondary and higher education in order to fill the demand
for high level manpower. (Bell, p. 4) The emphasis soon changed as it was realized by
the Commission of Education in Uganda in 1965 that the content and structure of
primary school education should also be geared toward meeting the economic needs of
the country. P. Beghin wrote in Recent Trends in Primary Education Policy in Uganda,
Tanzania, Ghana, primary education is no longer regarded as a mere preparation to
secondary and higher education. Primary school is, in the view of the Syllabus, a
terminal education for a part of the pupils, which at present is actually the majority of
them. (1968, pg. 6) From this time, documented Ugandan education policy on issues such
as instructional language, examinations, and scientific literacy was expanded and
reformed to include primary education.

During the political turmoil of the 1970s and 1980s when leadership changed hands, the
education system suffered, yet functionally operated by relying on local and regional
based administrators and nation wide standardization. (Upenn Sas) As the political
situation settled in Uganda, education became the new hot topic and was regarded as an
issue of international development. President Yoweri Museveni and the National
Resistance Movement Government, initiated a review of education policy and
 The Development Of Imaginary Companions
The invention and implementation of imaginary friends is a fairly common and
important process in the cognitive and emotional development of healthy children. It is
stigmatized that children who create imaginary friends are lacking a certain relationship
or are coping with another deficit in their development, yet new research has shed light
on more healthy reasons as to why children invent imaginary friends. This paper will
look to clarify what constitutes as an imaginary companion (IC), explore some possible
reasons for a childto create an IC, and examine if there is a correlation between children
possessing specific characteristics and the invention of an IC.
What is an Imaginary Companion?
An imaginary companion is a psychological and ... Show more content on
Helpwriting.net ...
For the study, a self administered questionnaire that sought information regarding the
characteristics of children with and without imaginary companions was completed by
478 parents of children within the age range of 3 to 9.5 years. A significantly larger
number of children with imaginary companions were reported to be first born children, to
be very imaginative, to incorporate myth in their play, and to explain events as magical.
Overall, these results are interpreted to indicate that birth order, combined with
characteristics such as imaginativeness and a predisposition to engage in fantasy,
characterizes children with imaginary companions. The results showed that the
imaginary companion was not the result of an egocentric orientation, and by no means
was a substitute for other trustworthy partners such as family members or friends. On the
contrary, socially competent and creative children with good coping abilities were
particularly prone to create an imaginary companion. Children with imaginary
companions tend to be less shy, more able to focus their attention, and to have advanced
social understanding when compared with other children. Furthermore, children with
imaginary companions were more likely to be firstborn and only children. Piaget
suggested that imaginary companions disappeared once children entered the concrete
operational stage of development.
 House On Mango Street Analysis
(hook) Written by Sandra Cisneros, The House on Mango Street is a beautiful coming
of age story from the perspective of a little Latina girl named Esperanza Cordero, who
has just moved to a new house on Mango Street with her family. The story follows
Esperanza and the people she encounters during her time on Mango Street as she
struggles to find herself as an individual/her identity. During the story, Esperanza
discovers how her culture and social class affects her, how she relates to the roles of
womenin her community, and how to process her hopes and dreams as she matures.
These pieces eventually come together in order to help Esperanza form her identity.
The shabby old house on Mango Street is all that Esperanza and her family can afford
at the moment, as they are very poor. Esperanza is happy that her family owns a house,
but she often feels ashamed and embarrassed to live in it. For example, one day, a nun
that passes by asks Esperanza where she lives. When she points to her house, the nun
asks, You live there? The way she [says] it [makes] [her] feel like nothing. There. [she]
lived there. [She] [nods]. (1.10) The way that the nun says the word there makes
Esperanza feel very small, like there is something wrong with the house. Not only does
Esperanza feel judged by people in her community, she also feels judged by outsiders.
Those who don t know any better come into our neighborhood scared. They think we re
dangerous. They think we will attack them with shiny