Macbeth Motifs Essay Example for Free

Macbeth Motifs Essay When it comes down to it, humans are mammals, and there are some animalistic traits that every mammal shares. The story of Macbeth by Shakespeare includes a theme that is the epitome of a trait that all mammals share, weak versus strong. Through the use of metaphors including birds, the symbolism of Macbeth as an owl throughout the story, and the juxtaposition between birds, weak versus strong is represented by the motif of birds in Macbeth. Birds are incorporated into other literary elements that Shakespeare utilizes, showing the true depth of his writing. Metaphors allow the reader to paint a picture of written words referencing images that they are familiar with. Like any other animal, there is a hierarchy of strength and therefore power for birds. The metaphors that Shakespeare incorporates into Macbeth including birds allow the reader to reference their experience with strong birds fighting to create an image of what the humans in the story might have been fighting like. A captain describes how valiantly Macbeth fought in the battles in the beginning of the story, saying that he was â€Å"as sparrows eagles†, which paints a picture of a valiant and strong eagle fighting a small, meek sparrow (1.2.35-42). However, later in the story, when Macbeth’s position shifts and he is no longer perceived as a noble soldier but rather as a tyrannical ruler preying on those he controls, birds are used in a metaphor again to illustrate a changed image of Macbeth. â€Å"A falcon, tow’ring in her pride of place,† representing honor and innocence, â€Å"was by a mousing owl hawked at and killed,† illustrating an evil bird using its strength to overpower and kill an innocent bird (2.4.11-14).Sometimes, a reader does not glean the true meaning of an object in a story until after it has been illustrated throughout the entirety of the work of literature. Throughout the uses of birds in Macbeth, including the imagery and metaphors, a pattern occurs where a powerful owl is preying on weaker birds, and by the end of the story the reader comes to realize that the owl is a representation of Macbeth and the acts he is committing. The owl referenced during the murder of Duncan, is described as an â€Å"obscure bird† that â€Å"clamored the livelong night† as he â€Å"heard i’ th’ air, strange screams of death† (2.3.49-56). The owl in this scene is a symbol for Macbeth discovering what he is capable of, and what new powers he receives when he utilizes his newfound strength against others. One example of how he uses his recent strength was when he decided to have everyone in Macduff’s castle unnecessarily murdered. In this scene Lady Macduff is expressing her anger toward her husband, but also reveals characteristics of Macbeth when she states that her husband is not equal to â€Å"the most diminutive of birds,† which â€Å"will fight, her young ones in her nest, against the owl† (4.2.6-14). Macbeth being represented by the owl in this context depicts him as a villain that is so hungry for control that he will go to such extremes as to attack a weak, defenseless bird and it’s young. Sometimes it is equally as important to illustrate the weak side of a relationship as the strong side because then the contrast between the weak and the strong is magnified for the reader. In Macbeth, Shakespeare utilizes this juxtaposition to make the theme of strong versus weak even more apparent by inserting some descriptions of birds that appear weak to make the acts done by the stronger birds even more horrific. The day before Duncan’s murder where a powerful, evil owl was present, Banquo and Duncan comment on the sweet, innocent birds at Macbeth’s castle, â€Å"this guest of summer, the temple-haunting martlet, does approve†¦that the heaven’s breath smells wooingly here† this illustrates their vulnerability and unawareness to the upcoming strike by Macbeth, making his actions seem even worse. When Lady Macduff tells her son that â€Å"thou’dst never fear the net nor lime, the pitfall nor the gin,† he responds with a question of why he should because â€Å"poor birds they are not set for†, meaning that because he would be such a weak bird, hunters would have no want for him (4.2.36-37). Just after making this point, the defenseless son of Macduff is murdered by the king Macbeth, making the reader question what kind of tyrant Macbeth has come to be. The use of birds in Macbeth by Shakespeare is used to develop the theme of weak versus strong when they are used in metaphors, when Macbeth is represented by a bird throughout the story, and by the juxtaposition of the weak and strong birds. The acts committed by the characters aroused emotions in the audience because they were not so unrealistic that the audience could not relate to them, they represented the mammal in humans, the animal inside of all of us that we attempt to constrain. Birds are essential to create this unsettling feeling because their rustic, animal-like nature is no unlike the animalistic traits we try to hide, which allows the reader or audience to relate with the motif.

hindhuism and buddhism :: essays research papers

Similarities 1. Both emphasize the illusory nature of the world and the role of karma in keeping men bound to this world and the cycle of births and deaths. 2. Both believe in the transmigration of souls and the cycle of births and deaths for each soul. 3. Both emphasize compassion and non violence towards all living beings. 4. Both believe in the existence of several hells and heavens or higher and lower worlds. 5. Both believe in the existence of gods or deities on different planes. 6. Both believe in certain spiritual practices like meditation, concentration, cultivation of certain bhavas or states of mind. 7. Both believe in detachment, renunciation of worldly life as a precondition to enter to spiritual life. Both consider desire as the chief cause of suffering. 8. The Advaita philosophy of Hinduism is closer to Buddhism in many respects. 9. Buddhism and Hinduism have their own versions of Tantra. 10. Both originated and evolved on the Indian soil. The founder of Buddhism was a Hindu who became the Buddha. Buddhism is the greatest gift of India to mankind. Differences 1. Hinduism is not founded by any particular prophet. Buddhism was founded by the Buddha. 2. Hinduism believes in the efficacy and supremacy of the Vedas. The Buddhist do no believe in the Vedas. 3. Buddhism does not believe in the existence of souls as well in the first cause, whom we generally call God. Hinduism believe in the existence of Atman , that is the individual soul and Brahman, the Supreme Creator. 4. Hinduism accepts the Buddha as an incarnation of Mahavishnu, one of the gods of Hindu trinity. The Buddhist do not accept this. 5. The original Buddhism as taught by the Buddha is known as Theravada Buddhism or Hinayana Buddhism. Followers of this do not worship images of the Buddha nor believe in the Bodhisattvas. The Mahayana sect considers the Buddha as the Supreme Soul or the Highest Being, akin to the Brahman of Hinduism and worship him in the form of images and icons. 6. The Buddhists consider the world to be full of sorrow and regard ending the sorrow as the chief aim of human life. The Hindus consider that there are four chief aims (arthas) in life which every being should pursue.

Impact of Media on Society’s Perception Essay

Introduction Mass media has advanced in terms of its expanse of reach in terms of technological innovations in the last few decades. With such expansion, representations of array of layers of portrayals and illustrations in all fields from the media have also risen (Klapper, 1950).   The movie industry in the United States had been one of the top exporters and income-generating areas of the country (Akre & Wilson, 2006). Its vast influence on the contemporary society conducts a huge impact on how the society is to internalize every movie by which they are able to watch.     Given the fact that movies vary in theme, in the message which it plans to convey, the 21st Century masses are believed to be in a state of threat on the increase of violence and other lawful circumstance which now places the world at the stake of conviction over what to watch, and what to make the children watch (Sharma & Dlouhy, 2004). Technological advancement The presence of mass media as a tool of communication has increased largely because of the technological innovations consistently being introduced not only in advancing the productivity rate of media organizations but also in expanding the capacity of the various media outlets to include a wider range of topics (Hudson, 1986). With this expansion, the subjects incorporated into the mass media has also been augmented (Graber, 1980) such that former topics that were once rarely untouched have now been constantly infused with unceasing publicity such as those that tackle Information and Communications Technology (ICT). Media as an information tool Contemporary trends in the media have not also failed to divulge into matters that concern individuals in various ways. Television documentaries as well as scholarly journals and entertainment publications have been constant players in bringing forth the issues that revolve around the lives of those who dwell and depend much on what they ought to see on the television. Apart from all these, advertisements have contributed largely to the depiction of the image of various women in a broad number of societies and fields of interest (Wortzel & Frisbie, 1974). Effect of media to women It is a fact that the media, in general, has procured a large number of specific portrayals of women that vary according to their age, national background, educational attainments and several other factors. Although there are articles claiming that the media has no role in the development of the women’s self-esteem (Wright, 1975), there is wide agreement among a number of researches showing that the media, indeed, brings both positive as well as negative effects on a woman’s self-image (Klapper, 1950).   By utilizing these studies that support the idea of the media harboring consequences to women, we can further proceed with the assessment on the effects of media by using the general argument that the media plays a contributive role in the creation of destructive self-images on the part of female individuals. Given the fact that women are the â€Å"most exposed† audience, the crucial points mentioned have been the center of several researches and studies that aim at shedding light and understanding on the consequences brought about by these media portrayals to women in general (Burd, 1939). Whereas a number of these researches and studies have shown that the media’s representation of women has been both a direct and an indirect factor in the development of a woman’s negative perception of the self (Greenwald, 1992), one can also attempt to take the opposite side by insisting that media’s representation of women has a negligible effect on the self-image of women based on gathered data and its interpretation (Burd, 1939).   While the underlying question being resolved by both sides of these scholarly attempts revolves around the question as to whether media has its effects on the self-esteem and perception of women, another fundamental question can be raised. Should the media’s representation of women be considered a factor in the development of negative self-image among women? That now raises the brow in the effects of media to the audience. Deliberative refutes with the observed impact on women With these things in mind, the main thesis that this paper will adopt is that the media’s representation of women has a negative impact on women’s perception on these representations from the media. Supporting evidences needed to sustain the claim are to be taken mainly from previous scholarly researches and academic studies that center on the self-esteem of women in the context of exposures with the images of women in mass media (Benas & Gibb, 2007). Other references needed to maintain the argument are also to be extracted from several theories that put a premium emphasis on the hierarchy of the needs of individuals and on how people respond to these needs (Olenick, 2000).   The lame fact surfacing on such thought dwells on the positivity or the negativity of the impact being obtained. The advent of electronic media   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Electronic Media’s advent and the consistent rise of age’s liberalism had endured in a profound argumentative impact with regard to social interaction as well as with cultural identity.   The changes made by mass media are evidently found on a series of notions due to consciousness, certain perceptions on reality and the palpable alterations of the masses’ individual lives concurrent on what had reconstituted by the mentioned technological change (Palmer & Young, 2003).   Technological or digital innovation dwelled on to by human beings had been observed to have been conducting a protective bubble of fixed racial, cultural and ethnic identity resulting to a sense of detachment which lies on the physical state of the screen persona as well as with the transcends in the reality of social culture (Barker & Petley, 2001). Effects of media on cultural views The intersections of the new media coherent with the transformation of relationships among individuals were seen to be among aesthetic traditions, context on contemporary matters and different forms of speculative futures (â€Å"The National Entertainment State,† 2006).   The effects of media on cultural views and perceptions of people have been constantly changing on to how the general media’s trend is now being implemented. An example of such would be best illustrated on many immigrants and workers in the United States who came from other 3rd World Countries.   According to survey, the impact of constant exposure on television or media mediums caused them to become more liberated and open (Sharma & Dlouhy, 2004) to some sort, given the fact that what they tend to often see on the television portray the reality of today’s generation for reasons which are all inter-related in a web of complex facts, figure and situations – tracing back on the history of television or entertainment, per se’. Media as a source of violence   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The level of morality of individuals are conceived to be one by which their respective behavior are dependently being implied to.   With regard to behavioral psychology, it had been stressed that an individual’s personality is the manifestation of the influences which one had been able to acquire all throughout his childhood carried until adulthood (Wright, 1975).    Americans’ somewhat insatiable appetite for violence had been depicted and described in the violence saturate of their culture.   In an article written by Lillian BeVier, she elaborated various examples on how media had taken a huge part on violence in today’s generation. Her findings led her to an echelon of realistic and obvious results such as: songs urging to rape women, killing police officers, committing suicide, and all other heinous crimes which are said to be the message conveyed by some songs (â€Å"The National Entertainment State,† 2006; Niemeyer, 1975).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, the issue of violence being a triggering factor for such violence were not thoroughly given substantial evidence with regards to the exposure on media, she had clearly emphasized that there is a need for the government, the Congress, the Federal Trade Commission, nor any state legislature to provide the discretionary and lawful measures as having to be given the power to legislate such constraints to avoid producers or purveyors commit such insatiable mistakes on the field of media communication (Akre & Wilson, 2006; Barker & Petley, 2001). Laws as a mean in expunging violence caused by media Due to the rampant rise of violence which is anticipated to have been caused by media exposure, critics and analysts had made researches on how to expunge such problem within the country, also to help save the considered innocent victims.   Relevant questions had risen on varied situations. Aside from that, the numerous numbers of crimes which had been bugging the Justice Department had gone on massive state that the need of keeping the morality and the avoidance of such violence had been a must to be expunged.   The government’s aim in saving the viewing masses had been delicately found to be moving in a very slow motion that those who are concerned on the leech eating the morality and sense of dignity oh humankind are being alarmed, sending a series of requests to those who are capable of making laws, to focus on media regulation (Newton, 1996). Mimicking media symbols The impressions left by media and its impact on the society had been conclusively found that perhaps one of the major reasons for such was the extremist rhetorical views from talk shows viewed by the audience.   Sometimes, the openness and extreme liberalism of a person, being shared on television are serving as a guide or something which is then mimicked (Greenwald, 1992). In relation to such scenario, it shall then be one by which those who do not possess the higher level of rationality and understanding is most likely to follow what they believed were â€Å"right† and â€Å"factual† statements and examples, giving it a ticket on the world of crime.   It may not be a total form of proof for such acts, but it is clear that an ounce of influence may result on to the transformation of individuals, thus, only if it shall be given proper guidance that such â€Å"negative† transformation shall be avoided (Greenwald, 1992). Media crossing the line   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Furthermore, certain instructions may implicitly cause damage to families.   An illustration of such shall be seen on a scenario where families are to watch TV or a movie, with a theme on betrayal, prostitution or other forms of demoralizing schemes (Gunter, Harrison, & Wykes, 2003).   Given with such premise, although it will be under the discretion of the viewer on how to accept and internalize the message conveyed, still, it already gives the young minds, even those in the proper age an idea if such immorality. President Clinton once stated an impressive line on television giving the movie industry an alarm and a warning not to put across the level of immorality in the projects done for entertainment purposes.   He warned the participating subjects that â€Å"a line has been crossed – not just of taste, but of human dignity and decency†.   Such perception had then been crossing the stream every time sexual violence is given an amplifying catching tune.   It was then the time when the Hollywood’s dream of setting the â€Å"liberated† scheme of teen â€Å"adult scenes† were constrained and filtered (Barker & Petley, 2001; Newton, 1996).   Now that is pleasant news. Juvenile violence caused by mimicking media figures   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Juvenile justice system is aimed towards rehabilitating these young criminals, since they are not yet of the right age, and assumed to be not in the right frame of mind. But they could relinquish their hold on these criminals depending on the weight of the crime, or the court waives to do so (Burns, 1994). There is legislation for the protection, care, and custody of these children under their jurisdiction, since they are the ones that manage these legal concerns. People often deal with this delinquency problem by looking at the root of the problem: society and its components. People are driven into delinquency by various factors, including their outlook in the society and intervention by other people. In order to solve the problem of delinquency, these issues should be properly taken care off.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   People should start with their own homes and see whether they have proper communication with their children. Another is making sure that the environment is safe, free from other factors that could elicit delinquency. If it still couldn’t be managed, then that’s the time we need professional help. The authorities are more than willing to help, especially if the people are cooperating with them. There should be partnership with the authorities and the locals in order to solve the problem of juvenile delinquency. Music industry’s influence Moreover, there had also been instances with regard to the music industry.   Taking on to consideration the fact that music is now also a part of the television era, it is most likely inevitable for them to commit certain violations with regards to such.   It had been stated that the children of today are being exposed to certain music and videos which are offering negative images of human relationships as well as with unconstructive descriptions causing the downfall of the spiritual and moral values of the innocent individuals (â€Å"The National Entertainment State,† 2006).   Ã‚  Ã‚  An example of which are those kind of music which teaches men on how to mistreat women – and for women to â€Å"just† accept this kind of fate – all of which is nothing but a short of mental contamination. Perceivably, it has not only violated the view of respect on the side of women, but it already gives children a negative impression on how women are to be treated, and how they accept to be treated, in such manner (Groves, 2002).     Digging deep on such, for the reason that entertainment plays a big role in most individual’s daily activities, it is righteous enough that lyrics of songs are to be filtered so as to give consideration to those who preserve the essence of ethics and the decency in music, art, and all the further forms of entertainment enjoyed. Media impact on society’s perception   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Researches with regards to the viewer’s attitudes and behaviors toward television programs and portrayals as well as with the effects on the viewing experiences are found to be the major reason on how they are influenced and how they are able to internalize what they tend to see.   Viewers’ opinions about televised violence can vary significantly upon the physical form it takes as well as with the type of behavior displayed (Palmer & Young, 2003). Moreover, even the reasons for violence, the consequences for those who were involved, the nature of the perpetrator and the victim, and the relationship between them along with the setting in which the conflict and the scene has taken place, creates a huge function on how it shall be taken by such (Palmer & Young, 2003). Challenges in the rapidly changing media landscape   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Conceivably, the dizzying pace of change in the Tele-visual landscape providing stark realities, significant challenges, and opportunities are notable for children’s growth, education and socialization.   The transformation of such realities, challenges and opportunities shall be translated in their lives, bedrooms, and futures will largely depend on how revolutionary techs are implemented, funded, distributed and consumed (Groves, 2002). The unprecedented explosion in options of viewing, video and subscription video on demand, personal video recorders, interactive TV, interactive program guides, unfiltered Internet access and a set of new-handled/portable technologies which continuously emerges on the modern era are but creating a whole new environment on an ethical scale perception (Newton, 1996).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The dull endless debates about media â€Å"effects† could be broken with relative ease only if journalists, policy makers, politicians and pundits could be shifted among their deference and devotion to the style which they now tend to swim on.   Instead, if such social psychological advent is to sieve on to persuasion and thus give hearing to some findings which shall serve a slap to their prudence then their perspective is most likely to be adhered justly (Groves, 2002). Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The problem of violence in mass media which occurs in almost all corners of the world are but well-supported reasons and evidences why such problem must be given attention by the government.   It may not be clearly emphasized that it is the only factor why such immoral deeds are made, but then again, making it as â€Å"one† of the many factors is reason enough to alarm the society.     Such incidents raised and elaborated in accordance with the depictions on violent scenes and messages abounded on motion pictures, television, popular music, video games, books, and magazines featuring scenes of mayhem, sexual assault, murder, suicide, and all the other forms which are harmoniously repeated over and over again eat a large part on the apple of morality and behavior of humankind (Niemeyer, 1975).    In the same light, articles that touch on the opposite side of the claim are also to be utilized so as to review the probable refutations to the claim and to seek the best means in order to arrive at a solid conclusion on how mass media had been affecting the lives, specifically the perception of the contemporary masses so as to clearly understand the fallacious or the provided and proven facts and details with regard to how movies had been airing on television (â€Å"The National Entertainment State,† 2006). References: Akre, J., & Wilson, S. (2006). Modern Media’s Environmental Coverage: What we don’t know can hurt us [Electronic Version]. Boston College Environmental Affairs Law Review, 33, 551-561. Retrieved July 8, 2007. Barker, M., & Petley, J. (2001). Ill Effects: The Media/violence Debate. London: Taylor and Francis. Benas, J. S., & Gibb, B. E. (2007). Peer Victimization and Depressive Symptoms: The Role of Body Dissatisfaction and Self-Esteem. Journal of Cognitive Psychotherapy: An International Quarterly, 21(2). Burd, H. A. (1939). What Makes Men and Women Look at Ads? Journal of Marketing, 4(1), 108. Burns, K. S. (1994). Juvenile Justice System. from http://www.karisable.com/crpunyouth.htm Graber, D. A. (1980). Mass Media and American Politics. Political Science Quarterly, 95(4), 701. Greenwald, A. G. (1992). Dissonance Theory and Self Theory: Fifteen More Years. Psychological Inquiry, 3(4). Groves, B. M. (2002). Children Who See Too Much: Lessons From the Child Witness to Violence Project. Boston: Boston Beacon Press. Gunter, B., Harrison, J., & Wykes, M. (2003). Violence On Television: Distribution, Form, Context, and Themes. Mahwah N.J.: Lawrence Erlbaum Associates, Inc. Hudson, H. (1986). New Communications Technologies: Policy Issues for the Developing World. International Political Science Review, 7(3), 334. Klapper, J. T. (1950). The Effects of Mass Media. The Public Opinion Quarterly, 14(2), 342. The National Entertainment State [Electronic (2006). Version]. National Review, 283, 13-30. Retrieved July 8, 2007 from http://search.ebscohost.com/login.aspx?direct=true&db=lgh&AN=21168679&site=ehost-live. Newton, D. E. (1996). Violence and the Media: A Reference Handbook. Santa Barbara, Calif: ABC-CLIO. Niemeyer, G. (1975). Sex and Violence. National Review, 27(29), 834. Olenick, I. (2000). Women’s Exposure to Mass Media is Linked to Attitudes toward Contraception in Pakistan, India and Bangladesh. International Family Planning Perspectives, 26(1), 48. Palmer, E., & Young, B. M. (2003). The Faces of Televisual Media: Teaching, Violence, Selling to Children. Mahwah N.J.: Lawrence Erlbaum Associates, Inc. Sharma, A., & Dlouhy, J. A. (2004). A New Indecency Standard: Lost in ‘Terminal Vagueness’? (Publication. Retrieved July 8, 2007, from CQ Weekly: http://search.ebscohost.com/login.aspx?direct=true&db=lgh&AN=13968623&site=ehost-live Wortzel, L. H., & Frisbie, J. M. (1974). Women’s Role Portrayal Preferences in Advertisements: An Empirical Study. Journal of Marketing, 38(4). Wright, P. (1975). Factors Affecting Cognitive Resistance to Advertising. The Journal of Consumer Research, 2(1), 6.   

University of Maine Acceptance Rate, SAT/ACT Scores, GPA

The University of Maine is a public research university with an acceptance rate of 92%. Located in Orono, The University of Maine is the flagship campus of the University of Maine system. The 660-acre campus sits on Marsh Island along the Stillwater River. UMaine offers nearly 100 bachelors degree programs with pre-professional fields such as business, education, engineering, and nursing among the most popular. Strengths in the liberal arts and sciences earned the university a chapter of the prestigious  Phi Beta Kappa  Honor Society. In athletics, the University of Maine Black Bears compete in the NCAA Division I  Colonial Athletic Association,  America East Conference  and Hockey East Association. Considering applying to the University of Maine? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, The University of Maine had an acceptance rate of 92%. This means that for every 100 students who applied, 92 students were admitted, making UMaines admissions process slightly competitive. Admissions Statistics (2017-18) Number of Applicants 12,457 Percent Admitted 92% Percent Admitted Who Enrolled (Yield) 20% SAT Scores and Requirements The University of Maine requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 93% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 530 630 Math 520 620 ERW=Evidence-Based Reading and Writing The admissions data tells us that most of UMaines admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to The University of Maine scored between 530 and 630, while 25% scored below 530 and 25% scored above 630. On the math section, 50% of admitted students scored between 520 and 620, while 25% scored below 520 and 25% scored above 620. Applicants with a composite SAT score of 1250 or higher will have particularly competitive chances at The University of Maine. Requirements The University of Maine does not require the SAT writing section. Note that UMaine participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements The University of Maine requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 12% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 21 26 Math 20 27 Composite 22 27 This admissions data tells us that most of The University of Maines admitted students fall within the top 37% nationally on the ACT. The middle 50% of students admitted to UMaine received a composite ACT score between 22 and 27, while 25% scored above 27 and 25% scored below 22. Requirements UMaine does not require the ACT writing section. Unlike many universities, The University of Maine superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA In 2018, the average high school GPA of UMaines incoming freshman class was 3.29. This information suggests that most successful applicants to The University of Maine have primarily B grades. Self-Reported GPA/SAT/ACT Scores The University of Maine Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to The University of Maine. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances The University of Maine, which accepts over ninety percent of applicants, has a slightly selective admissions process. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. Keep in mind, however, that UMaine has a  holistic admissions  process involving other factors beyond grades and test scores. A strong  application essay and a glowing  letter of recommendation can strengthen your application, as can participation in meaningful  extracurricular activities and a  rigorous course schedule. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and tests scores are outside of UMaines average range. In the graph above, the blue and green dots represent students who were admitted. Most had SAT scores of 950 or higher, an ACT composite of 18 or higher, and a high school average of a B- or better. Grades and test scores above these lower ranges will improve your chances, and you can see that many admitted students had grades in the A range. If You Like The University of Maine, You May Also Like These Schools: Colby CollegeUniversity of ConnecticutBoston CollegeSyracuse UniversityBoston University All admissions data has been sourced from the National Center for Education Statistics and The University of Maine Undergraduate Admissions Office.