Books vs Films: Comparison

Books vs Films: Comparison Nowadays, most of people in the United State of America either read a book or watch a movie at their free time, for entertainment purposes. Printed books and movies have some similarities and differences. Some people argue that books are better than movies and visa versa. However, this is a controversial issue that has been discussed a lot recently. In this article, I will compare and contrast movies and printed books. I will be discussing five main points: imagination, time consumption, entertainment value, ideas and media. I chose this topic because there has been a lot of controversy regarding movies and books. Imagination plays a very important role when we speak of books and movies. Reading allows us to imagine the situation, environment, characters and their personality. Basically, movies are made from our imagination. Studies show that reading does improve a persons creativity due to imagination: because you are using your brain while reading, your concentration and focus levels improve. On the other hand, movies leave viewers with little imagination, but they focus on visual effects. Researchers from Lancaster University propose that watching fantasy movies may help enrich the creativity in children. A point that is worth noting is time consumption. A lot of people argue about this topic. Reading a book from cover to cover takes a lot of time; of course it depends on the book, the writing style and the wording. Many people enjoy reading books for leisure purposes. Veronis Suhler Stevenson (VSS), an American research company, made a survey, where it showed the estimated time spent on reading books (in a year) in the United States of America from 2002 to 2012 for those who are 18 years old and older. As you can see in the graph below, the average time spent is around 110 hours a year.    However, movies takes at most 4 hours of your time, such as the movie Lord of the Rings 3, but the average length of a movie is between 1.5 to 2 hours. A lot of people would rather watch a movie than read a book, claiming that it is not worth spending effort and time as you can watch the movie without requiring much effort from your side. Furthermore, Entertainment Value is a part of a programme whose goal is to entertain or attract the audiences attention. Books do that by enticing the reader by specific details that engage you. Some people find books more entertaining due to this reason.   Several people who both read books and watch movies claim that they were disappointed after seeing the movie as they had a higher expectations set up when they previously read the book . On the contrary, the movie experience is better shared with friends because movies are less imaginative, so it is easier to discuss the topic with your friends. A final point to share is that even though books and movies are different entities, they have some similarities. For instance: the ideas of both topics share the same main idea. Also, both books and movies are considered as sources of media, as they are both sources of knowledge and are used for entertainment purposes. However, they differ in some points. For example: Books, as we all know, tend toward focusing on details while movies cut out the over detailed parts so that the viewer doesnt feel bored while watching the movie. In addition, movies are considered as visual media while books is a typographic media. In conclusion, we cant conclude which media is better because this all depends on the individuals choice, personality and even age. Older people read books more than they watch movie, while the youth would rather watch a movie at their recreation time. Movies and Books have different ways presenting the story. However, they provide some similar prospects such as main ideas. Work Cited TIME SPENT READING BOOKS IN THE U.S. FROM 2002 TO 2012. Veronis Suhler Stevenson, n.d. Web. 6 Apr 2013. . 5 Top Tips For Why Reading Is Important! . N.p.. Web. 6 Apr 2013. . Study suggests watching fantasy movies may help enhance creativity in children. N.p., 21 Mar 2012. Web. 6 Apr 2013. . Special Economic Zones (SEZ): Features and Benefits Special Economic Zones (SEZ): Features and Benefits A Special Economic Zone (SEZ) is a geographically bound zone where the economic laws in matters related to export and import are more broadminded and liberal as compared to rest parts of the country. SEZs are projected as duty free area for the purpose of trade, operations, duty and tariffs. SEZ units are self-contained and integrated having their own infrastructure and support services. Within SEZs, a units may be set-up for the manufacture of goods and other activities including processing, assembling, trading, repairing, reconditioning, making of gold/silver, platinum jewellery etc. The recent rush to set-up SEZs could fuel the economic growth and provide the cost advantage to industry in the rapidly changing global market. SEZs, being islands of opportunity, are offering business opportunity across the sectors. FDI in SEZs is set to rise rapidly once the development completes. Attractiveness of these SEZs would depend on products that have low import tariff and high volume products that have a domestic and international market. Like anywhere else in the world, the three pillars of the SEZ Act are fiscal incentives, regulatory freedom, and world-class infrastructure. History Yester years EPZs (Exporting Processing Zones) are todays SEZs. The world first known instance of SEZ have been found in an industrial park set up in Puerto Rico in 1947. In the 1960s, Ireland and Taiwan followed suit, but in the 1980s China made the SEZs gain global currency with its largest SEZ being the metropolis of Shenzhen. Special Economic Zone (SEZs) Scheme in India was conceived by the Commerce and Industries Minister Murasoli Maran during a visit to special Economic Zones in China in 1999. The scheme was announced at the time of annual review of EXIM Policy effective from 1.4.2000. The basic idea behind establishing these zones is to reserve areas where export production could take place free from all rules and regulations governing imports and exports and to give them operational flexibility. The policy provides for setting up of SEZs in the public, private, joint sector or by State Governments. It was also envisaged that some of the existing Export Processing Zones would be converted into Special Economic Zones. Accordingly, the government has converted Export Processing Zones located at Kandla and Surat, Cochin, Santa Cruz, Falta, Madras, Vishakapatnam and Noida into Special Economic Zones. Special Economic Zones in India were established in an attempt to accelerate foreign investment and endorse exports from India and recognizing the need of a global platform to expose the domestic firms and producers to the competitive world market. The announcement of formulating a Special Economic Zones policy in India was made by the government in April 2000 and was anticipated to be an overseas province for trade purposes, commercial operations, duties and taxes. SEZs when equipped are anticipated to provide premiere infrastructure services and sustenance services, besides permitting for the tariff free import of merchandize and raw materials. Furthermore, attractive financial subsidiaries and trouble-free custom tariffs, banking and other methods are provided in such business zones. Establishing SEZs is also recognized as communications development methods. Full law and rules effected Feb 2006 Special Economic zones Act may 2005 New Policy in April 2000 Export Processing Zone(EPZ policy 1965 1st EPZ was set up in Kandla (Gujrat)) In 1990s as a part reforms powers delegated to zone authoritiesChronology of SEZ framework Objectives Generation of additional economic activity Promotion of exports of goods and services Promotion of investment from domestic and foreign sources Creation of employment Development of Infrastructural facilities. Simplified procedure for development, operation and maintaining of the special Economic Zones and for setting up units and conducting business Single window clearance for setting up of a SEZ and an unit in SEZ Single window clearance on matters relating to Central as well as State Governments. Easy and Simplifeid compliance procedures and documentations with strss on self certification. Some of the salient features of Indian Special Economic Zones: Establishment of SEZ-Indian SEZs are developed by government, private and joint sector, unlike its international counterparts where zones are chiefly maintained by their respective governments. This provides equal prospects to both Indian and global players. Government has allocated a least favorable area of 1,000 hectares for greenfield SEZs. Although, there are no limitation in context of favorable area in constructing sector specific SEZs. Foreign Direct Investment (FDI) 100% of Foreign Direct Investment is allowed for all endowments in Special Economic Zones, apart from activities cataloged under the unconstructive record like, Arms and ammunition and other items of defence Narcotic and Psychotropic substance Hazardous Chemicals Distillation and Brewing of alcoholic drinks Cigarettes and Tabacco. SEZ divisions are obligatory to be encouraging net foreign exchange yielders and are not entitle to any least amount of value addition guidelines or export responsibilities. Commodity surge from Domestic Tariff Area (DTA) into a SEZ is recognized as exports and commodity surge into DTA from SEZ are recognized as imports. Formats for SEZs in India Types of SEZ Sector Specific SEZ-units may be set up for  manufacture of one or more goods in a sector  rendering of one or more services in a sector Multi-product SEZ-units may be set up for manufacture of two or more goods in a sector or goods falling in two or more sectors trading and warehousing rendering of two or more services in a sector or services falling in two or more  sectors. Other SEZs SEZ in a port or airport SEZ for Free Trade and Warehousing Indian Special Economic Zones Organizational Set-up SEZs are controlled by a three tier Organizational Set-up described as under: Supreme controlling body in the Department is known as The Board of Approval At district level, The Unit Approval Committee tackles with SEZs development and other associated issues Every district is led by a Development Commissioner, who also controls the Unit Approval Committee. SEZ Institutional Framework Overview Indian Special Economic Zones Benefits Besides offering high end infrastructure and availability to a large skilled workforce, SEZ also offers attractive incentives and advantages to firms and developers. Benefits of Indian Special Economic Zones: Full Income tax exemption for a period of 5 years and an extra 50% tax relief for additional two years. Manufacturing industry is allowed an FDI influx of 100% via automatic channels excluding few industries. Services to establish off-shore banking divisions in SEZs Service Tax and Central Sales Tax exemption External commercial lending of upto US$500 million is allowed for SEZ divisions in a year sans any maturity limitations via certified banking networks. No import authorization obligations. Services to sustain foreign exchange proof of payments of upto 100% in Exchange Earners Foreign Currency Account. SEZ franchisees are allowed 100% FDI in offering customary telephone facilities in the areas. No limitation of foreign endowments for small scale industry reticent products. Tax relief from sectoral authorization obligations for goods reticent for SSI industry Tax relief from custom tariff on import of merchandize, raw products, spare parts etc Tax relief from Central Excise tariff on acquirement of merchandize, raw products, spare parts etc from the local market No regular assessments by Customs for export and import freight. Capacity to comprehend and repatriate export advances within a year. Revenues permitted to be repatriated sans any dividend assessment needs Authorization for Employment prospects on behalf of local exporters for direct export. Authorization for off-shoring of local and global players. This service is accessible to jewelry sector also. Major SEZ Benefits Benefits The SEZ Act also provides a number of incentives to units proposed to be set up in SEZs. SEZ units may be set up for carrying on manufacturing, trading or service activity. A unit set up in SEZ has the following facilities and incentives: 1) Land Grabbing at very low prices. 2) If SEZ built on agricultural land the farmers will loose their livelihood as they are not skilled laborers it would to tough to relocate them to other jobs. Already Farmers are having very bad days in India, one of the leading agriculture countries. 3) Since the companies that operate under SEZ enjoy a lot of tax holidays it would create a burden on the finance ministry as tax collected would be less. 4) Huge downward impact on Tax: GDP ratio the common man have to pay the price of it. 5) 15 year corporate tax holiday on export profit 100% for initial 5 years, 50% for the next 5 years and up to 50% for the balance 5 years equivalent to profits ploughed back for investment. 6) Allowed to carry forward losses. 7) No licence required for import. 8) Duty free import/domestic procurement of goods for setting up of the SEZ units. 9) Goods imported/procured locally are duty free and could be utilised over the approval period of 5 years. 10) Exemption from customs duty on import of capital goods, raw materials, consumables, spares, etc. 11) Exemption from Central Excise duty on the procurement of capital goods, raw materials, consumable spares, etc. from the domestic market. 12) Exemption from payment of Central Sales Tax on the sale or purchase of goods, provided that, the goods are meant for undertaking authorized operations. 11) Exemption from payment of Service Tax. 12) The sale of goods or merchandise that is manufactured outside the SEZ (i.e, in DTA) and which is purchased by the Unit (situated in the SEZ) is eligible for deduction and such sale would be deemed to be exports. 13) The SEZ unit is permitted to realise and repatriate to India the full export value of goods or software within a period of twelve months from the date of export. 14) Write-off of unrealized export bills is permitted up to an annual limit of 5% of their average annual realization. 15) No routine examination by Customs officials of export and import cargo. 16) Setting up Off-shore Banking Units (OBU) allowed in SEZs. 17) OBUs allowed 100% income tax exemption on profit earned for three years and 18) 50 % for next two years. 19) Exemption from requirement of domicile in India for 12 months prior to appointment as Director. 20) Since SEZ units are considered as public utility services, no strikes would be allowed in  such companies without giving the employer 6 weeks prior notice in addition to the other  conditions mentioned in the Industrial Disputes Act, 1947. 21) The Government has exempted SEZ Units from the payment of stamp duty and registration fees on the lease/license of plots. 22) External Commercial Borrowings up to $ 500 million a year allowed without any maturity restrictions. 23) Enhanced limit of Rs. 2.40 crores per annum allowed for managerial remuneration Conclusion The SEZs could drastically improve the economic activity in the country, make the countrys export competitive and globally noticeable, be net foreign exchange earner and provide immense employment opportunity. But this should not be done at the cost of bringing down the agricultural activities, Land grabbing and real estate mafia should be properly regulated so that the common man is not the net sufferer to get the net foreign exchange earner up and running. As compared to china where majority of the SEZs were setup by the government, similar should be adopted in India, if not fully it should be a public-private partnership and regulatory bodies should be properly managed to weed out fallacies. To be economically viable SEZs should be approved over a particular land area (greater than 1000 acres) for rapid economic growth in the area and for it to be profitable and self sustainable. Relaxed Tax norms, Labor laws and DTA regulations will surely attract foreign investment and major ind ustries to setup industries in the SEZs making it profitable and meeting its desired results!

The Real All Americans

The Real All Americans combines the tales of two merging chapters in American history, a time when football is leaping out of the dirt, and the Western Frontier is disappearing. The book reads like a â€Å"who’s who† of history. It also introduces us to and establishes Olympian Jim Thorpe, a multi-sport player once considered the world’s greatest athlete, and legendary coach, Glenn â€Å"Pop† Warner. Abolitionist Harriet Beecher Stowe, Indian War Chief Sitting Bull and future president Dwight D. Eisenhower also play significant roles in the book. Author Sally Jenkins weaves a history lesson together beginning with a bloody massacre in 1866 and bookends the tale with a battle on the football field in 1912, Indians versus the Army. In 1866, members of the Sioux, Cheyenne and Arapaho tribes lured the U. S. military into a trap. It proved a fierce and violent coup to ward off annexation of their land. Chieftain American Horse slit someone’s throat in the battle, and other natives removed scalps then gallantly rode home to brag of their victory. The Indians won the battle that day but not the war. Despite their recalcitrant stance against the expansion of the U. S. Territory, change was coming. American Horse nearly decapitated a man to display his staunch opposition against being forced into a reservation. He would later buy a suit from Saks and send nearly a dozen of his offspring to a U. S. government run boarding school. To demonstrate the transitory times the country faced, Jenkins masterfully walks us through history. By 1890, the first Transcontinental Railroad is completed. It runs through once serene land the natives called home. The tracks have dissected their frontier, carving out even smaller allotments then what the government issued to the natives. The infamous â€Å"cowboys and Indians† battles have nearly disappeared like the Western frontier. At this time, football began to take hold of the American psyche. The brutality of the sport provided a new outlet for men to showboat their masculinity. America is at a crossroads. It knows it must live amongst the natives, the people whose land the government has taken. American leaders know some of the Indians will seek to live outside of the oppressive conditions of the reservations. They question how they will live civilly with the â€Å"savages†. Fighting is no longer the answer. Assimilation becomes the solution. But it is not fully embraced by either side. Did natives have the mental capacity to â€Å"learn the way of the white man†? Indians feared losing their centuries old mores. Army officer and abolitionist Richard H. Pratt sought the government’s approval to launch the social experiment. He had what he believed to be success in absorbing and â€Å"curing† the hardest of Indian resisters when he ran a military prison in Florida. Pratt opened The Carlisle Indian School in Carlisle, Pennsylvania hoping to strike gold again. He Christianized the students and cut their hair to make them similar to the white man. While Pratt’s legacy is mixed, Jenkins makes it clear that the superintendent is fond of the students he recruited and treated them like he would his own children. Jenkins eloquently illustrates how this experiment is not without heartache and failure. For every handful of children that willingly assimilate, at least one native revolts, runs away or returns home scared and confused. Pratt thought abandoning their native tongue, denouncing violence and learning how to eat with a fork and spoon were the only ways American society would accept Indians. A student named Plenty Horse returned to his reservation with one mission, to wipe the stain of Carlisle from his character. He killed an innocent American military member to impress his tribe. Pratt would argue he had more success stories than accounts of failure, and he attributes that the football team he begrudgingly allowed on campus. The mortal combat-like sport had captivated the nation, and Carlisle men caught the fever too. Pratt repeatedly denied his men a chance to compete telling them they would face more humiliation if they signed up to take the brutal beatings Ivy League teams loved doling out. The Carlisle Indians had the weight of a race on their scrawny shoulders, Pratt said. Their losses would be exaggerated and their wins downplayed. But his boys did not care. In 1895, Pratt relented and granted the men permission to play on one condition; they had to leave the violence up to the other teams because the Indians were already perceived as savages. That condition was the driving force behind the Indians’ desires to play. They wanted a chance to prove they were not savages or mentally inferior to their Ivy League counterparts. Within a year of playing the Indians embarked on an unprecedented feat, they played Harvard, Princeton, Yale and Penn consecutively. At that time in history, that would be considered a mortally dangerous schedule. Football did not have the regulations that govern it today. In 1905, the football field saw 146 deaths. Huge wedges of men would run at each other, pick up running backs and throw them, and break legs, noses and necks. The physical prowess of the other teams did not frighten Carlisle. The opposing teams grinned every time they kicked an Indian; the Indians were only allowed to grin when they got kicked. The Carlisle Indians put up a valiant effort against the big four but lost all of the games, however that is attributed to several blatantly bad calls. The team almost upset Yale, but a referee called back what would have been the winning touchdown. It was so bad, the next day the White press wrote, â€Å"Carlisle proved it could beat 11 young Yale men, but not 11 young Yale men and a referee†. While the rag-tag team of players enjoyed several glowing reviews over the decades, the Carlisle men felt like they were denied proper credit. A large portion of the press would attribute their victories to their White Yale coaches. Their losses, on the other hand were the inevitable evidence of their â€Å"Indian character flaws†. Despite the humiliating obstacles the team faced, the Indians progressively got better, thanks in part to the hiring of Glenn â€Å"Pop† Warner, a real gamesman. He had a taste for gambling but an even larger appetite for experimental plays and encountered equal minds when he coached the Indians. They too wanted to play the game their own way and outwit their opponents. They changed the game when they started running around teams instead of through them, a sight no one and witnessed at that time. Carlisle started the first trick plays, hiding the ball, and they dominated the field when the forward pass was made legal. No one could stop Jim Thorpe, except Jim Thorpe. Warner said his carelessness and laziness led to losses in games the team had nearly sealed up as victories. Thorpe briefly left the school to pursue his love of baseball, which would later lead to him being stripped of the gold medals he won at the Stockholm Olympics. Warner convinced his star to return to school for one final battle, the 1912 game against the U. S. Army, a team that had nine future generals on its roster. A young Dwight D. Eisenhower was in the backfield. In the locker room, Warner reminded his team of â€Å"Wounded Knee† and all of the other atrocities committed against their tribes. This was their time for revenge he harped. They could wage war on the football field instead of the battlefield. Of course the cadets were favored to win. Rooting against them would be â€Å"Un-American†. Army had caught up to the Ivy League teams, and was in the midst of a four-year stretch in which they built a record of 28-5-1. The game had national implications for both teams. Army had lost only once that season, to Yale (6-0). A win over Carlisle would catapult Army to a number one ranking. The emotional and practical stakes were obvious for the Indians. The game represented their continual fight for respect. They were clearly the best offense in the country, but commentators continued to mark them with an asterisk as if they were less than a real college team. The Indians were ready for war. They graced the field with sleek formations. Several fast forward passes combined with trick plays tomahawked the Army. Final score, 26-7. They did not just change football; they slowly changed the misconceptions of Indians. They stood up to humiliation and mockery with grace and dignity. They took beat downs and grinned, leaving spectators to question just who the â€Å"savages† really were. They claimed many victories over Ivy League schools stocked with players who descended from men who stole the Carlisle Indians’ Land. They proved they were the Real All Americans. But their celebration would be short-lived. The team nearly imploded after the win, and Warner found himself coaching a team that no longer respected him. Thorpe had been outed as a â€Å"professional† because he played baseball for money, and he lost his gold medals. Warner knew all along what Thorpe had done, but he acted as if he had no clue. That enraged the Carlisle team, and members wrote Congress and also divulged details of Warner paying his athletes. Warner was later asked to resign. Outside forces also erased Carlisle’s place in the history books as well. America was undergoing yet another transformation. The public now believed it was wrong to have taken natives from their homes to place them in far-away boarding schools. It was time to end the â€Å"experiment†. The little support Carlisle had left had faded. Pratt was long gone. Weaker leaders replaced him and none had a desire and commitment to the natives like Pratt. By 1918, The Carlisle Indian School had closed.

Bank Failures over Last 25 Years Essay

The banks began to fail because of misappropriation of funds and loose lending practices to the majority of the US citizens living above their means. The government estimated 2,657 closures from bank failures from 1987 to 2012 (http://bankvibe. com). Currently, there is a total 7,074 FDIC insured banks (http://www. mybankertracker. com/banks). This caused was from credit stipulations were lowered to allow the subpar credit working Americans to obtain personal loans, car, homes or other amenities. Most banks were very stable but were not prepared for the financial bubble to burst in the distance near future. Moreover, in my experience with working for a few financial institutions, I observed the credit parameters amended to fit a customer’s financial state. These loans stipulations were as follows: no documentation, no income, no assets, or no verification job; underwriting went only off credit score in some cases. The small, mid-size, and corporate banks are all competing for the public’s business which caused disarray of bad banking decisions. Hence, the banks that failed from 1987 until present time in researching last 25 years; we don’t read much about these failures in our daily newspapers, simply just; there is an over abundant of banks failures every day and this has become very common (www. davemanuel. com/history-of-bank-failures-in-the-united-states. php) Nevertheless, these banking behaviors caused a massive failure of mortgage banks and commercial banks. This caused the government to become very involved when Freddie Mac and Fannie Mae were affected by these lending behaviors (Johnson, 2010, p. 4-28). My research will display the trend of failing banks over the last 25 years and data will give insight on the numbers of banks. The Federal Reserve had centralized banking responsibility to save the banks, they deemed too big to fail. The depositors decide to simultaneously withdraw their funds from banks, which resulted in a bank panic. If several banks experience these actions at same time, this throws the banks into a bank panic. The Feds loan the banks money at a discounted rate to sustain these indiscretions (Hubbard & O’brien, 2010, p. 37). Consequently, the US Congress started holding hearings, and questioning these huge corporate banks whose bonuses, incentives, and other loose business practices. These banks closed, sold, or merged with other banks to survive inevitable reality of failing (NAOAKI, 2011, p29). The investment banks were also involved in the buying and selling of bundled mortgages, investments, or other banking products to raise their capital. Lehman Brothers, Bear Stearns, and Countrywide were guilty of such practices as seen all over the TV national news. These companies have been either sold or closed down after the hearings on Capitol Hill. Currently, In order to resolve this crisis, banks have drastically changed their lending practice and the closure of failing banks has slowed down. Corporate banks were also beginning to receive stimulus funds to save them from failing. The government found themselves in a position of using the Feds to prevent catastrophic melt down of financial industry. The 12 districts are replenished to keep the general public getting loans; thus, keeping money in circulation (Hubbard & O’brien, 2010, p. 438). All banks did not take the stimulus funds, but devised a plan to prevent failure. Therefore, banks had to pay back the loans in the billions, but were not charged interest if they paid the funds back early. The small to mid-size banks were left to fail, because they were not too big to fail. A double standard was shown to small businesses the backbone of America (http://economics. bout. com/). A bank of ineffective practices has shown small mom and pop banks they should not try to compete with Corporate Banking in America. They are not going to be bailed out, and allowed to fail. These small or mid-size banks are microeconomics not in macroeconomics equation of America big businesses. In conclusion, the bank failures are significant to our economy tremendously regardless the size, from the housing market, investments, or checking/savings accounts. The Feds saved the banks worth saving to boost the economy and slow down inflation. Perhaps, further research conducted to answer the following questions, and ask the questions: Do you think if people were given the stimulus funds instead of the banking institutions? What kind of economic boost would banks have, if the citizens were given stimulus funds? How does the government determine who receives funds to survive a financial set back? Why are parts of corporate America deemed too big to fail?

College Writing Skills - Free Essay Example

Sample details Pages: 6 Words: 1680 Downloads: 1 Date added: 2018/12/17 Category Education Essay Type Argumentative essay Level High school Tags: Learning Essay Student Essay Did you like this example? Students at the high school are expected to take a series of the regents exams so as to graduate from the high school. The education given to students is just for helping them to graduate high school so that they may be prepared well for their college careers. This provides a hindrance of whether students are properly prepared and equipped for college. Don’t waste time! Our writers will create an original "College Writing Skills" essay for you Create order There are strict roles in the departments of the education in the various states where teachers are supposed to educate the students on how to pass exams instead of teaching children on true essence of the subject. The aim of the teachers is to train the students so that they can get the test correctly. Due to the style of learning used at the high schools, students are unprepared for the college level writings since they lack skills for creating a sophisticated piece of paper (Tyre, Peg.205). This paper will discuss why students from high school are not prepared for college writings. To begin with, students from high schools are not prepared for college writings since they have no skills on object based writing skills. The teachers do not explain to students what matters most in English writing. In this skill of writing ideas are what matters most in the writing. Ideas are derived from the objects. Object oriented writing is important as it enables the writer to pass ideas about the subject one is writing about. Ideas are what matter, Bernadette said confidently. Getting them to define and handle ideas is whats important, not things. Majority of the learners from high school to the colleges have essays work which is difficult to understand since they do not pass on ideas clearly. They abstract the ideas such that they cannot understood easily. The use of abstract words instead of the ideas multiplies in the essay making it hard to be understood. The students from high school concentrates on tools to pass the tests but not knowing how to write good essays. Therefore teachers should teach the students on how to use object oriented skills of writing (Fish 50).This will enable the students to avoid use of abstract words in their college writings. According to Tyre, Peg (205), students at the high school level lacks preparedness to college level writings. They lack summarizing and quoting skills which are not learn at high schools due to nature of the educati on system. The education system is geared towards passing tests that will enable their graduation. At college level quoting the texts and summarizing arguments makes it important for effective writing. Even if one has clear points and has not quoted effectively, writing cannot be effective. The citing skills are also important for college level writings. The students at high school should learn how to cite, quote texts and summarize their arguments. This will enable the writing to be effective and have understandable work. In addition, most high school students are taught how to come up with a five- paragraph essay. This instruction, however, has long-term damage if focused on before looking at the interaction among drive, listeners, and contented has on the growth of writers. It severely mispresents coming up with a sophisticated, messy, recursive nature. There is oversimplification which involve getting scholars to have deliberations of addressees and aim which direct reliable content selections and preparations. This way, a student is not well taught on the issue of writing. Moreover, in her amazing gigantic animation, Sandra Boynton correctly arrests and imitations the five-paragraph refrain, featuring its parts as containing too many teeth which cannot bite or which are limp and drawn out. This imagery created stands to emphasize how the paragraphs contain minor points that are largely bulky. The astonishing thing is that most students acknowledge this form of instruction and praise it for having made them love to become English teachers. The teachers, on the other hand, do not seem to know what to replace the kind of instructions with. Obstacles such as doing away with traditional practices and beliefs and offering readily approved, operative replacements for those practices face those who try to replace the kind of teaching with a more authentic teaching. As Michael W. Smith and Jeffrey D. Wilhelm points out, the novel values put highlight on s cript convincing influences on subjects that are considerable, clear and inclusive informational manuscripts that can have imperative exertion in the world and convincing tales that encourage comprehension of oneself, other people and the world in general(Michael 47). The joint core state ethics are however articulately quiet on kinds such script might take, tenaciously labeling disagreement, informational scripting, and narratives like ?writing types to distinguish these texts types from kinds. There is nonentity that promotes five-paragraph theory in the language of the standards. McCarthy and Wardle have both looked into the issue of how scholars transmit what they absorb in college work into other types of educational writing locations (Cathy 56). They have both concentrated on discovering how learners take up fresh writing responsibilities. Similarly, scholars have wanted to know which previous information from high school first-year scholars can use in starting college comp osition. However, up to date, it has not been established how students use earlier knowledge in writing and if the knowledge is important in the new level of study or not. Initial transmission in the arenas of psychology and education concentrated on certain circumstances in which instances of transfers took place. Done in investigation surroundings and gaging members capabilities on the way to produce definite characters from single setting to another, outcomes from this investigation gave the impression that transmission was out rightly unintentional, but make sure of not look at transmission in settings more dependable and intricate than those replicated in a research workroom. Perkins and Salmon put forward that scientists should put into consideration that the circumstances and settings under which transfers take place, redefining transfer in three subcategories: near contrary to far transference, how hardly linked a fresh condition is to the unique; high-road transmission t hat includes knowledge preoccupied and applied to another setting. Reflexive transfer involving knowledge as a result of something brought about by something similar in another context (Perkins 12). It is found to be the truism that learners pull on earlier information when dealing with new responsibilities and when the obtained knowledge does not fit the fresh circumstance, the successful relocation is not expected to happen; this is seen in text usually, but it is mostly seen in first years composition classrooms in college. There is usually no prior knowledge of crucial writing notions and non-fiction editions which attend as illustrations. This is mostly so because students go to college with little skill with the commencements and types of writing that they will involve themselves within their first year of studies. Colleges should, therefore, focus on teaching students how to write clean English sentences that are obligated to provide what they missed to get from their prev ious teachers. A good number of people have remembered with a mixture of fondness and pain the instructions they got from severe nuns. An expectation of college teachers to teach what high school teachers did not teach is an extra burden but it is essential that it is done(Fish 50) The issue of the relationship between reading and learning in writing has been found to be complicated. Classical advocates addressed the quality of simulated; scholars were given sentences from pronounced writers and requested to reproduce their method with a diverse content. Again, students from the high school are not prepared for college writing since they lack skill of providing specific and real examples in an essay. The teachers in high school concentrates on giving students tools on how to pass exams. They do not give students skills of writing during their English lessons. For students at college to write an interesting essay they have to learn how to use specific and concrete examples that re lates to essay. Giving concrete examples to an essay is a skill which is teachable and therefore it is important for the teachers to teach students on it so that they may be prepared to write good essays at colleges. (Tyre, Peg.205). Lastly, students at the high schools prepare themselves for standardized exams which does not prepare them for the college writing. This type of learning in the high schools does not enhance innovative and creative reasoning which is important in the college writing. Due to lack of innovative and creative ability in the writing at the colleges, it makes the high school students to write the essays which cannot be understood by the lecturers at the college levels. Teachers at the high school should prepare students for the college levels. The English that is learn in the high school should enhance creativity and innovative skills which can be used effectively in college essays leading to understandable writings. To conclude, the type of education s ystem which is learnt in high school level is geared towards passing the test so that student can graduate from the high school. The education does not prepare students for the college level writings. The English which is learnt is for the purpose of passing texts. This makes students at the college level to have problem in writing their essays. Therefore, it is important for the teachers at the high school to teach students writing skills which will prepare them for the writing in college level. The students should learn skills such as quoting, summarizing arguments, object based writing skills and concrete giving of the examples. This will lead to preparing students for college level writings. Works cited. 2nd ed. New York: Norton, 2009. Print. Encyclopedia of Education. 2nd ed. Oxford: Fish, Stanley. What should colleges teach.? The New York Times? 24 (2009). Graff, Gerald, and Cathy Birkenstein. They Say, I Say: The Moves That Matter in Academic Writing. Pergamon P, 1992. 2-13. Print. Perkins, David N., and Gavriel Salomon. Transfer of Learning. International Print. ricksen. The Common Core: New Standards, New Smith, Michael W., Jeffrey D. Wilhelm, and James Fred- Teaching. Phi Delta Kappan 94.8 (2013): 45–48. Tyre, Peg. The writing revolution.? The Atlantic? 19 (2012).