The Peddie School’s motto encapsulates the spirit of this private school of Hightstown, New Jersey, located approximately eight miles from Princeton. By upholding the ethos of work, perseverance, and integrity, The Peddie School helps its students realize their potential as critical thinkers and leaders in a changing world.
The Hun School of Princeton, located just two miles from Princeton University, produces graduates with keen global awareness and attention to academic excellence. Princeton University and Hun School graduate Bryan Suchenski shares his view on this private school of Mercer County that “effectively prepares [students] for college” and provides “a meaningful sense of community.”
Cultural awareness, individual potential, community engagement, and an involved, balanced approach to life: these are the qualities the Hun School of Princeton seeks to inspire and cultivate in its students. This coeducational private day and boarding school, located a mere two miles away from downtown Princeton, New Jersey and Princeton University’s campus, has a host of distinguished alumni, including F. Scott Fitzgerald, Elliot Roosevelt, Nicole Arendt, and Susan Hendricks. The Hun School continues to produce dedicated, informed citizens of the world.
Second in our profile series of local New Jersey high schools, The Hun School of Princeton places “a high value on a creative and rigorous traditional college preparatory curriculum.”
Last week we presented an in-depth profile on one of the top boarding schools in the nation: the Lawrenceville School. Princeton and Lawrenceville graduate Amogha Tadimety now shares her perspective on this private school that provides “the best of both worlds” to motivated high school students.
Five miles south of Princeton, sprawling across a pristine, rural 700 acres in central New Jersey, is the Lawrenceville School. A prestigious boarding school founded in 1810, the Lawrenceville School was proud home to graduates Malcolm Forbes, economist George Akerlof, and musician Huey Lewis, and ranked number fourteen in the 2010 Forbes survey of America’s Best Prep Schools. With a relatively small student to faculty ratio, generous financial aid, and a unique House System and Harkness Teaching model, the Lawrenceville School is an attractive choice for high school students intent on developing “high standards of character and scholarship, a passion for learning, an appreciation for diversity, a global perspective, and strong commitments to personal, community, and environmental responsibility.”
The Lawrenceville School will be the first profile in my new series investigating the private and public high schools of Mercer County.
My previous posts on literary terms have focused on two major uses of these special devices: understanding and approaching texts and, importantly, writing about them. Here we will emphasize one further purpose: locating meaning. Yes, that could mean anything! But in writing and reading literature, meaning is everything. Training your brain and eye to search for underlying meaning in what you read (and even what you experience in daily life) will teach you to be a better reader, writer, and observer of the world. How is this accomplished in texts? Read on to find out!
For those of you preparing for AP English Literature exam (May 2015) this summer, read on! For those preparing for essay sections on the ACT or SAT, bookmark this blog post. While we focused on generally foundational literary terms last week (metaphor/simile, symbol, allusion, hyperbole, and irony), today’s post highlights terms you should definitely stow in your tool bag for those essay portions of college entrance exams. These big guys (diction, syntax, tone, mood, imagery, and denotation/connotation) are all top contenders for analyzing a literary passage and most importantly, writing about it clearly and effectively.
Just what are “literary terms” anyways? Although they are certainly not for the faint of heart, literary terms are not reserved for future English majors, writers, and lifetime bookworms. Think of literary terms as tools to store with all that other luggage you rely on when reading a text, writing an essay, or encountering literature. Understanding these terms will mean possessing a vocabulary that will help you approach any text at any time. Convinced yet? Good! Let’s start building that literary backbone!
What’s the difference between “affect” and “effect?” Should it be “illicit” or “elicit?” Today’s grammar boot camp session will focus on such ‘almost’ homophones, words that sound quite similar phonetically yet have very different uses. We all get these words easily confused–so pay attention! Make sure your next essay uses the proper forms of the following commonly confused terms.
Last week I discussed the first three of six important phrases in English grammar: participial, appositive, and prepositional phrases. (Need a refresher? Check out “Phrasing it Up”). Today we’ll be looking at three others: absolutes, gerunds, and infinitives. Having a solid knowledge of these six phrases will benefit you on upcoming college entrance exams (especially the ACT or SAT), which is largely the point of my current blog series, Grammar Boot Camp. Additionally, having on hand a variety of phrases will add spice to the sentence structures of your academic essays–always a plus!