essay 1 social exam paper

Essay Exams

What this handout is about.

At some time in your undergraduate career, you’re going to have to write an essay exam. This thought can inspire a fair amount of fear: we struggle enough with essays when they aren’t timed events based on unknown questions. The goal of this handout is to give you some easy and effective strategies that will help you take control of the situation and do your best.

Why do instructors give essay exams?

Essay exams are a useful tool for finding out if you can sort through a large body of information, figure out what is important, and explain why it is important. Essay exams challenge you to come up with key course ideas and put them in your own words and to use the interpretive or analytical skills you’ve practiced in the course. Instructors want to see whether:

• You understand concepts that provide the basis for the course
• You can use those concepts to interpret specific materials
• You can make connections, see relationships, draw comparisons and contrasts
• You can synthesize diverse information in support of an original assertion
• You can justify your own evaluations based on appropriate criteria
• You can argue your own opinions with convincing evidence
• You can think critically and analytically about a subject

What essay questions require

Exam questions can reach pretty far into the course materials, so you cannot hope to do well on them if you do not keep up with the readings and assignments from the beginning of the course. The most successful essay exam takers are prepared for anything reasonable, and they probably have some intelligent guesses about the content of the exam before they take it. How can you be a prepared exam taker? Try some of the following suggestions during the semester:

• Do the reading as the syllabus dictates; keeping up with the reading while the related concepts are being discussed in class saves you double the effort later.
• Go to lectures (and put away your phone, the newspaper, and that crossword puzzle!).
• Take careful notes that you’ll understand months later. If this is not your strong suit or the conventions for a particular discipline are different from what you are used to, ask your TA or the Learning Center for advice.
• Participate in your discussion sections; this will help you absorb the material better so you don’t have to study as hard.
• Organize small study groups with classmates to explore and review course materials throughout the semester. Others will catch things you might miss even when paying attention. This is not cheating. As long as what you write on the essay is your own work, formulating ideas and sharing notes is okay. In fact, it is a big part of the learning process.
• As an exam approaches, find out what you can about the form it will take. This will help you forecast the questions that will be on the exam, and prepare for them.

These suggestions will save you lots of time and misery later. Remember that you can’t cram weeks of information into a single day or night of study. So why put yourself in that position?

Now let’s focus on studying for the exam. You’ll notice the following suggestions are all based on organizing your study materials into manageable chunks of related material. If you have a plan of attack, you’ll feel more confident and your answers will be more clear. Here are some tips: 

• Don’t just memorize aimlessly; clarify the important issues of the course and use these issues to focus your understanding of specific facts and particular readings.
• Try to organize and prioritize the information into a thematic pattern. Look at what you’ve studied and find a way to put things into related groups. Find the fundamental ideas that have been emphasized throughout the course and organize your notes into broad categories. Think about how different categories relate to each other.
• Find out what you don’t know, but need to know, by making up test questions and trying to answer them. Studying in groups helps as well.

Taking the exam

Read the exam carefully.

• If you are given the entire exam at once and can determine your approach on your own, read the entire exam before you get started.
• Look at how many points each part earns you, and find hints for how long your answers should be.
• Figure out how much time you have and how best to use it. Write down the actual clock time that you expect to take in each section, and stick to it. This will help you avoid spending all your time on only one section. One strategy is to divide the available time according to percentage worth of the question. You don’t want to spend half of your time on something that is only worth one tenth of the total points.
• As you read, make tentative choices of the questions you will answer (if you have a choice). Don’t just answer the first essay question you encounter. Instead, read through all of the options. Jot down really brief ideas for each question before deciding.
• Remember that the easiest-looking question is not always as easy as it looks. Focus your attention on questions for which you can explain your answer most thoroughly, rather than settle on questions where you know the answer but can’t say why.

Analyze the questions

• Decide what you are being asked to do. If you skim the question to find the main “topic” and then rush to grasp any related ideas you can recall, you may become flustered, lose concentration, and even go blank. Try looking closely at what the question is directing you to do, and try to understand the sort of writing that will be required.
• Focus on what you do know about the question, not on what you don’t.
• Look at the active verbs in the assignment—they tell you what you should be doing. We’ve included some of these below, with some suggestions on what they might mean. (For help with this sort of detective work, see the Writing Center handout titled Reading Assignments.)

Information words, such as who, what, when, where, how, and why ask you to demonstrate what you know about the subject. Information words may include:

• define—give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning.
• explain why/how—give reasons why or examples of how something happened.
• illustrate—give descriptive examples of the subject and show how each is connected with the subject.
• summarize—briefly cover the important ideas you learned about the subject.
• trace—outline how something has changed or developed from an earlier time to its current form.
• research—gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you’ve found.

Relation words ask you to demonstrate how things are connected. Relation words may include:

• compare—show how two or more things are similar (and, sometimes, different).
• contrast—show how two or more things are dissimilar.
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation.
• cause—show how one event or series of events made something else happen.
• relate—show or describe the connections between things.

Interpretation words ask you to defend ideas of your own about the subject. Don’t see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation. Interpretation words may include:

• prove, justify—give reasons or examples to demonstrate how or why something is the truth.
• evaluate, respond, assess—state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons (you may want to compare your subject to something else).
• support—give reasons or evidence for something you believe (be sure to state clearly what it is that you believe).
• synthesize—put two or more things together that haven’t been put together before; don’t just summarize one and then the other, and say that they are similar or different—you must provide a reason for putting them together (as opposed to compare and contrast—see above).
• analyze—look closely at the components of something to figure out how it works, what it might mean, or why it is important.
• argue—take a side and defend it (with proof) against the other side.

Plan your answers

Think about your time again. How much planning time you should take depends on how much time you have for each question and how many points each question is worth. Here are some general guidelines: 

• For short-answer definitions and identifications, just take a few seconds. Skip over any you don’t recognize fairly quickly, and come back to them when another question jogs your memory.
• For answers that require a paragraph or two, jot down several important ideas or specific examples that help to focus your thoughts.
• For longer answers, you will need to develop a much more definite strategy of organization. You only have time for one draft, so allow a reasonable amount of time—as much as a quarter of the time you’ve allotted for the question—for making notes, determining a thesis, and developing an outline.
• For questions with several parts (different requests or directions, a sequence of questions), make a list of the parts so that you do not miss or minimize one part. One way to be sure you answer them all is to number them in the question and in your outline.
• You may have to try two or three outlines or clusters before you hit on a workable plan. But be realistic—you want a plan you can develop within the limited time allotted for your answer. Your outline will have to be selective—not everything you know, but what you know that you can state clearly and keep to the point in the time available.

Again, focus on what you do know about the question, not on what you don’t.

Writing your answers

As with planning, your strategy for writing depends on the length of your answer:

• For short identifications and definitions, it is usually best to start with a general identifying statement and then move on to describe specific applications or explanations. Two sentences will almost always suffice, but make sure they are complete sentences. Find out whether the instructor wants definition alone, or definition and significance. Why is the identification term or object important?
• For longer answers, begin by stating your forecasting statement or thesis clearly and explicitly. Strive for focus, simplicity, and clarity. In stating your point and developing your answers, you may want to use important course vocabulary words from the question. For example, if the question is, “How does wisteria function as a representation of memory in Faulkner’s Absalom, Absalom?” you may want to use the words wisteria, representation, memory, and Faulkner) in your thesis statement and answer. Use these important words or concepts throughout the answer.
• If you have devised a promising outline for your answer, then you will be able to forecast your overall plan and its subpoints in your opening sentence. Forecasting impresses readers and has the very practical advantage of making your answer easier to read. Also, if you don’t finish writing, it tells your reader what you would have said if you had finished (and may get you partial points).
• You might want to use briefer paragraphs than you ordinarily do and signal clear relations between paragraphs with transition phrases or sentences.
• As you move ahead with the writing, you may think of new subpoints or ideas to include in the essay. Stop briefly to make a note of these on your original outline. If they are most appropriately inserted in a section you’ve already written, write them neatly in the margin, at the top of the page, or on the last page, with arrows or marks to alert the reader to where they fit in your answer. Be as neat and clear as possible.
• Don’t pad your answer with irrelevancies and repetitions just to fill up space. Within the time available, write a comprehensive, specific answer.
• Watch the clock carefully to ensure that you do not spend too much time on one answer. You must be realistic about the time constraints of an essay exam. If you write one dazzling answer on an exam with three equally-weighted required questions, you earn only 33 points—not enough to pass at most colleges. This may seem unfair, but keep in mind that instructors plan exams to be reasonably comprehensive. They want you to write about the course materials in two or three or more ways, not just one way. Hint: if you finish a half-hour essay in 10 minutes, you may need to develop some of your ideas more fully.
• If you run out of time when you are writing an answer, jot down the remaining main ideas from your outline, just to show that you know the material and with more time could have continued your exposition.
• Double-space to leave room for additions, and strike through errors or changes with one straight line (avoid erasing or scribbling over). Keep things as clean as possible. You never know what will earn you partial credit.
• Write legibly and proofread. Remember that your instructor will likely be reading a large pile of exams. The more difficult they are to read, the more exasperated the instructor might become. Your instructor also cannot give you credit for what they cannot understand. A few minutes of careful proofreading can improve your grade.

Perhaps the most important thing to keep in mind in writing essay exams is that you have a limited amount of time and space in which to get across the knowledge you have acquired and your ability to use it. Essay exams are not the place to be subtle or vague. It’s okay to have an obvious structure, even the five-paragraph essay format you may have been taught in high school. Introduce your main idea, have several paragraphs of support—each with a single point defended by specific examples, and conclude with a restatement of your main point and its significance.

Some physiological tips

Just think—we expect athletes to practice constantly and use everything in their abilities and situations in order to achieve success. Yet, somehow many students are convinced that one day’s worth of studying, no sleep, and some well-placed compliments (“Gee, Dr. So-and-so, I really enjoyed your last lecture”) are good preparation for a test. Essay exams are like any other testing situation in life: you’ll do best if you are prepared for what is expected of you, have practiced doing it before, and have arrived in the best shape to do it. You may not want to believe this, but it’s true: a good night’s sleep and a relaxed mind and body can do as much or more for you as any last-minute cram session. Colleges abound with tales of woe about students who slept through exams because they stayed up all night, wrote an essay on the wrong topic, forgot everything they studied, or freaked out in the exam and hyperventilated. If you are rested, breathing normally, and have brought along some healthy, energy-boosting snacks that you can eat or drink quietly, you are in a much better position to do a good job on the test. You aren’t going to write a good essay on something you figured out at 4 a.m. that morning. If you prepare yourself well throughout the semester, you don’t risk your whole grade on an overloaded, undernourished brain.

If for some reason you get yourself into this situation, take a minute every once in a while during the test to breathe deeply, stretch, and clear your brain. You need to be especially aware of the likelihood of errors, so check your essays thoroughly before you hand them in to make sure they answer the right questions and don’t have big oversights or mistakes (like saying “Hitler” when you really mean “Churchill”).

If you tend to go blank during exams, try studying in the same classroom in which the test will be given. Some research suggests that people attach ideas to their surroundings, so it might jog your memory to see the same things you were looking at while you studied.

Try good luck charms. Bring in something you associate with success or the support of your loved ones, and use it as a psychological boost.

Take all of the time you’ve been allotted. Reread, rework, and rethink your answers if you have extra time at the end, rather than giving up and handing the exam in the minute you’ve written your last sentence. Use every advantage you are given.

Remember that instructors do not want to see you trip up—they want to see you do well. With this in mind, try to relax and just do the best you can. The more you panic, the more mistakes you are liable to make. Put the test in perspective: will you die from a poor performance? Will you lose all of your friends? Will your entire future be destroyed? Remember: it’s just a test.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Axelrod, Rise B., and Charles R. Cooper. 2016. The St. Martin’s Guide to Writing , 11th ed. Boston: Bedford/St Martin’s.

Fowler, Ramsay H., and Jane E. Aaron. 2016. The Little, Brown Handbook , 13th ed. Boston: Pearson.

Gefvert, Constance J. 1988. The Confident Writer: A Norton Handbook , 2nd ed. New York: W.W. Norton and Company.

Kirszner, Laurie G. 1988. Writing: A College Rhetoric , 2nd ed. New York: Holt, Rinehart, and Winston.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Woodman, Leonara, and Thomas P. Adler. 1988. The Writer’s Choices , 2nd ed. Northbrook, Illinois: Scott Foresman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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• CBSE Class 7 Social Science Sample Paper-1 with Solutions (2018-19)
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CBSE Sample Paper-1 for Class 7 Social Science with Solutions - Free PDF Download

Social Science of Class 7 covers topics of History, Civics, and Geography. The topics should be grasped properly by the students before they start solving sample questions. Solving questions from these topics is important to get a proper outlook of the types of questions asked in examinations. CBSE Sample Papers for Class 7 Social Science help students to prepare for the exams and also help them to evaluate the different kinds of questions asked in the subject. Students can test their knowledge and improve the portions where they are weak. Being a broad subject, a Sample Paper of Class 7 Social Science helps students in the better preparation of examinations. Register Online for NCERT Solutions Class 7 Science tuition on Vedantu.com to score more marks in CBSE Board Examination. You can also download CBSE Solutions (NCERT) and Class 7 Maths NCERT Solutions to help you to revise the complete syllabus and score more marks in your examinations.

Class 7 Social Science Sample Paper (Mock Paper 1) - Free PDF Download

In this article, students will find an updated set of questions for Class 7 Social Science to help students understand the obstacles they have to overcome in the paper. They can use the following set of questions to note the more frequent topics that aren't so relevant. It is essential to note the various Chapters that will be relevant during the exams and so that students don't waste time on topics that don't have much of a chance of coming. Students can find the CBSE Class 7 Social Science  Sample Paper here on Vedantu available for free and easily downloadable. Students can download the paper and print it out to save screen time and focus more on studying.

The CBSE Class 7 question paper consists totally of 75 marks, and this is divided into three parts that are as follows.

CBSE Class 7 Social Studies Question Paper Pattern

Class 7 sample paper social science-importance of social science.

For many students studying CBSE, Social Science can help shape and mold their thoughts on History and Civics because this subject fully introduces them to the basics. By studying this subject, students will be able to understand why the present political scenario is how it is and how it came to be. The Geography subject will broaden the students' minds on the various geographical locations in the country and outside. Students will study the different terrains present in some locations, the type of soil found there, the food grown, and the culture that is present there. Class 7 Social Science will set the necessary foundation for upcoming grades as here students will learn the basics of Civics like the Parliamentary System. In History, they will know a lot about India pre- Independence and how India came to be; by learning all this, students will be able to move forward with the understanding of the subject.

Here in this section, we will see how marks are distributed throughout the paper so students will get a fair idea of what to be prepared for during the exam. The following provides an outline of how the marks are allocated per question.

Sample Paper of Social Science Class 7 NCERT - Weightage of Marks

Social studies sample paper for class 7 - benefits.

Here in Vedantu notes, there are quite a few benefits that students can get from taking NCERT Class 7 Social Science Sample Paper. The following are the listed benefits from doing the Sample Paper:

Students can use the Sample Paper during last-minute preparation and revision.

Students will get a general idea of how they can solve various questions and how to better prepare for them.

Using Class 7 Social Science Sample Paper, students will understand the paper's general outline and how the marks are distributed per question.

By continually solving these question papers, students will become more confident in the subject and better prepared for their exams.

FAQs on CBSE Class 7 Social Science Sample Paper-1 with Solutions (2018-19)

1. What is the Best Study Material for CBSE SST Class 7?

Students should use the primary books that are provided by the school as the questions for their exams will come from this. The teacher will use this to teach their students and prepare the questions paper based on the content from those books. After thoroughly studying the textbooks for SST, students should look at the sample papers provided by Vedantu. These sample papers are free and easily accessible; students will find them easy to download; it is advised that students print out the article so they don't waste time sitting on the internet. The Vedantu question papers will provide students with enough questions to test their knowledge on the subject. Using this sample paper, students will be able to study better than their peers and always be one step ahead.

2. How do Sample Papers Help Students Study Better?

By utilizing sample papers, students will be able to test their knowledge on the subject and be able to reflect on their answers to see where they can improve. By continuously using a sample paper, students will understand the general outline of the document and point out on topics that are more likely to come for the exam. Students will be able to understand the relevant issues, and that isn't so important. SST is a very broad subject, and by utilizing a sample, paper students will be better prepared for their exam.

3. Why is Vedantu an important platform for CBSE Sample Paper for Class 7 Social Science with Solutions - Mock Paper-1?

Vedantu is crucial for CBSE Sample Paper for Class 7 Social Science with Solutions - Mock Paper-1. Our platform has gained popularity among students by offering quality Sample Papers at the same time without burdening their pockets. Being a well-known Ed-tech company, Vedantu offers live online sessions where the students have the freedom to interact with the teachers in real-time. Adding to this, teachers embrace all the ways in provided Classes to enhance students’ engagement that also keep them engaged for the coming sessions as well.

4. Is it sufficient to prepare from CBSE Sample Paper for Class 7 Social Science with Solutions - Mock Paper-1 from Vedantu?

It is great that you have chosen Vedantu for preparing CBSE Sample Paper for Class 7 Social Science with Solutions - Mock Paper-1. But, here you need to consider that only a single Sample Paper won't be sufficient for learning any subject. You need to practice from as many resources as you can. Make sure from wherever you study, you do it in-depth. Hence, you must not keep jumping from one text to another without completing the first one thoroughly.

5. How much total time is needed to complete CBSE Sample Paper for Class 7 Social Science with Solutions - Mock Paper-1?

It depends on a student's total time he/she takes to complete CBSE Sample Paper for Class 7 Social Science with Solutions - Mock Paper-1. This may take days or months according to the schedule of a student. If a student studies four hours a day while the other student studies 2 hours a day, then there will be variation. Apart from the total number of hours, regularity also matters, studying one full day and then skipping it for the whole week won't work. 

CBSE Class 7 Sample Papers

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Facebook and TikTok urged to stop exam paper scams

Meta and TikTok have been urged to crack down on fake GCSE and A-level papers sold on social media.

Exam boards have warned that the companies must do more to “shut down” accounts scamming students, the BBC reported.

It uncovered dozens of accounts on TikTok and Instagram claiming to have access to this year’s exam papers, with some selling them for hundreds of pounds.

The Joint Council for Qualifications (JCQ), which represents the UK’s eight largest exam boards , said it wanted its members to be given direct access to enforcement teams on social media sites, to shut down accounts more quickly and prevent scams.

“In recent years, we have seen a persistent number of accounts, discussion threads and forums, across multiple social media platforms, that attempt to scam students by claiming to have access to exam papers,” a spokesperson for the JCQ told The Telegraph.

“On some platforms this activity occurs in closed groups where there is no protection or moderation to safeguard young people from being targeted.”

No way to report directly

Teams of analysts at exam boards scour social media sites looking for scammers and flagging fraudulent accounts, but they can only report incidents by the same routes as any other social media user.

Margaret Farragher, the JCQ chief executive, said: “Anything we can do together with social platforms is absolutely crucial.”

The JCQ also said it was highly unlikely that real exam papers were being leaked online.

Meta, the parent company of Instagram, and TikTok have both said they do not allow exam papers to be sold on their platforms.

Students are being taught in classrooms the dangers of falling for such social media scams.

Teachers at the Commonweal School in Swindon are showing the fraudulent accounts to pupils in exam years so they know what to look out for.

It comes after data from Lloyds Bank, shared with The Telegraph , showed more than 70 per cent of purchase scams – where a customer hands over cash for fake goods – begin on platforms owned by Meta, such as Facebook and Instagram.

The data suggest Meta is the source of around 2 per cent of all crime in England and Wales, or one in 50 offences, with the “vast majority” coming from Facebook.

Lloyds is calling for large tech companies to be forced to invest in fraud prevention and share the burden of reimbursing victims.

A spokesman for Meta said it “recognises our important role in tackling the industry-wide issue of online purchase scams and [is] continually investing in systems to block scams”.

Play The Telegraph’s brilliant range of Puzzles - and feel brighter every day. Train your brain and boost your mood with PlusWord, the Mini Crossword, the fearsome Killer Sudoku and even the classic Cryptic Crossword.

Home » AP SA1 » SA1 6th Class Social Question Papers 2023 (Download) EM/TM SA-1 Model Papers

SA1 6th Class Social Question Papers 2023 (Download) EM/TM SA-1 Model Papers

AP SA1 6th Class Social Studies Question Papers 2023 Download: AP SA 1 6th Social Paper 1 & Paper 2 CCE SA 1/Summative 1/Summative Assessment 1 Question Papers/Model Papers For 6th,7th,8th,9th,10th Classes. Summative Assessment 1/ SA1 Social Question Papers for 6th,7th,8th,9th,10th Classes students in AP & Telangana. Andhra Pradesh and Telangana schools are getting ready for Summative 1 SA 1 Exam this month. So we are providing the  SA 1  model question papers 2023  and previous papers here for all subjects. In this post, we are giving you Social Subject Question Papers collected from the web. Thanks to various websites for providing the papers on their websites.

In this Article

AP SA1 6th Class Social Question Papers 2023-24: Overview

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Pupils may be disqualified if they look for ‘leaked’ exam papers on social media

Ofqual has told students to plan somewhere safe to leave their mobile phones during their exams to prevent malpractice., article bookmarked.

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Teenagers risk being disqualified if they look for exam papers on social media or take their phones into an exam hall, England’s exams regulator has warned.

Students should report accounts claiming to sell this year’s exam papers – which are “almost always scams” – to teachers, the chief regulator has said.

Ahead of exam season, Ofqual has urged students to plan somewhere safe to leave their mobile device during exams after instances of students being found with mobile devices in exams have almost doubled since 2018.

There were 2,180 cases with penalties for this type of offence in 2023, compared with 1,825 in 2022, according to figures from the exams regulator.

Students risk losing the qualification they’ve been studying for if they search for or communicate with social media accounts claiming to sell leaked exam papers

Research for Ofqual last year suggested that most students do not intend to use their phones to cheat, but they do not want to be separated from them as they are worried about loss or damage.

Sir Ian Bauckham, chief regulator at Ofqual, said: “Students should also be aware of the risks of exam papers on social media.

“Accounts claiming to sell this year’s exam papers are almost always scams. Students should report these accounts to teachers.

“Students risk losing the qualification they’ve been studying for if they search for or communicate with social media accounts claiming to sell leaked exam papers.

“Sanctions can still apply even if the papers turn out to be fake. Buying papers is never worth the risk.”

Schools and colleges rigorously police exam rooms to ensure that devices are not brought in by candidates and they warn students not to try to find exam papers on social media

Sir Ian added: “Students have been working hard to prepare for their exams, and nobody wants them to miss out on their grades and qualifications.

“Thankfully, most students are aware of the risks of malpractice and comply with the rules.

“It’s important that the rules are followed so that grades reflect what a student knows, understands and can do.”

Ofqual data, released in December last year, showed that there were 4,895 cases of malpractice during GCSEs, AS and A-level examinations which included students in 2023, up from 4,105 in 2022.

Pepe Di’Iasio, general secretary of the Association of School and College Leaders (ASCL), said: “We are sure that the vast majority of students taking exams will stick to the rules, but there are always some who do not do so, and unfortunately the misuse of digital technology is a real headache.

“ Schools and colleges rigorously police exam rooms to ensure that devices are not brought in by candidates and they warn students not to try to find exam papers on social media.

“These are generally fake papers being circulated as a scam, but in the rare event of a genuine paper being leaked, any student accessing that paper risks disqualification.

“It is really important that students take heed of these warnings.”

A spokesperson for the Joint Council for Qualifications (JCQ), which represents the UK’s major exam boards, said: “It is important students know to report fraudulent accounts claiming to sell exam papers on social media to their teachers.

“JCQ wishes all students well with their exams and assessments.”

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Pupils may be disqualified if they look for ‘leaked’ exam papers on social media

Ofqual has told students to plan somewhere safe to leave their mobile phones during their exams to prevent malpractice.

Teenagers risk being disqualified if they look for exam papers on social media or take their phones into an exam hall, England’s exams regulator has warned.

Students should report accounts claiming to sell this year’s exam papers – which are “almost always scams” – to teachers, the chief regulator has said.

Ahead of exam season, Ofqual has urged students to plan somewhere safe to leave their mobile device during exams after instances of students being found with mobile devices in exams have almost doubled since 2018.

There were 2,180 cases with penalties for this type of offence in 2023, compared with 1,825 in 2022, according to figures from the exams regulator.

Research for Ofqual last year suggested that most students do not intend to use their phones to cheat, but they do not want to be separated from them as they are worried about loss or damage.

Sir Ian Bauckham, chief regulator at Ofqual, said: “Students should also be aware of the risks of exam papers on social media.

“Accounts claiming to sell this year’s exam papers are almost always scams. Students should report these accounts to teachers.

“Students risk losing the qualification they’ve been studying for if they search for or communicate with social media accounts claiming to sell leaked exam papers.

“Sanctions can still apply even if the papers turn out to be fake. Buying papers is never worth the risk.”

Sir Ian added: “Students have been working hard to prepare for their exams, and nobody wants them to miss out on their grades and qualifications.

“Thankfully, most students are aware of the risks of malpractice and comply with the rules.

“It’s important that the rules are followed so that grades reflect what a student knows, understands and can do.”

Ofqual data, released in December last year, showed that there were 4,895 cases of malpractice during GCSEs, AS and A-level examinations which included students in 2023, up from 4,105 in 2022.

Pepe Di’Iasio, general secretary of the Association of School and College Leaders (ASCL), said: “We are sure that the vast majority of students taking exams will stick to the rules, but there are always some who do not do so, and unfortunately the misuse of digital technology is a real headache.

“Schools and colleges rigorously police exam rooms to ensure that devices are not brought in by candidates and they warn students not to try to find exam papers on social media.

“These are generally fake papers being circulated as a scam, but in the rare event of a genuine paper being leaked, any student accessing that paper risks disqualification.

“It is really important that students take heed of these warnings.”

A spokesperson for the Joint Council for Qualifications (JCQ), which represents the UK’s major exam boards, said: “It is important students know to report fraudulent accounts claiming to sell exam papers on social media to their teachers.

“JCQ wishes all students well with their exams and assessments.”

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NEET Exam Irregularity: Papers Incorrectly Distributed at Rajasthan Centre, Exam Retaken for Affected Candidates

The nta, however, denied any possibility of a leak.this year, a record 23 lakh candidates registered for the national eligibility-cum-entrance test - undergraduate neet-ug, of which over 10 lakh were male students, over 13 lakh were girls and 24 students registered under the third gender category.region-wise, uttar pradesh had registered the highest number of candidates at 3,39,125, followed by maharashtra at 2,79,904 and rajasthan at 1,96,139..

Distribution of wrong question papers at a NEET exam centre in Rajasthan on Sunday led to some candidates walking out with the papers, the National Testing Agency (NTA) said, claiming the integrity of the examination process was not compromised.

The exam was later reconducted for the 120 affected candidates at the centre, said Sadhna Parashar, Senior Director, NTA.

According to NTA sources, some candidates were distributed question papers in languages other than their choice of medium which prompted them to walk out of the centre.

''During NEET-UG examination, it came to attention that at one exam centre, Girls Higher Secondary Model School, Mantown, Sawai Madhopur, there was an incident of incorrect distribution of question papers by the centre superintendent. Despite efforts by invigilators to prevent it, some candidates left the exam centre with the question papers,'' Parashar said.

''In order to uphold the principles of fairness and equal opportunity for all candidates, the NTA has taken proactive measures. The examination of approximately 120 affected candidates at the centre is being conducted today, ensuring that their academic aspirations are not hindered by this incident,'' she added.

Several social media posts alleged the question paper was leaked. The NTA, however, denied any possibility of a leak.

This year, a record 23 lakh candidates registered for the National Eligibility-cum-Entrance Test - Undergraduate (NEET-UG), of which over 10 lakh were male students, over 13 lakh were girls and 24 students registered under the third gender category.

Region-wise, Uttar Pradesh had registered the highest number of candidates at 3,39,125, followed by Maharashtra at 2,79,904 and Rajasthan at 1,96,139. Tamil Nadu saw 1,55,216 registrations and Karnataka 1,54,210.

In 2023, a total of 20,87,449 candidates had registered for NEET-UG and the exam was held on May 7. The NTA had recorded 97.7 per cent attendance in the exam.

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The Protesters and the President

Over the past week, thousands of students protesting the war in gaza have been arrested..

This transcript was created using speech recognition software. While it has been reviewed by human transcribers, it may contain errors. Please review the episode audio before quoting from this transcript and email [email protected] with any questions.

From “New York Times,” I’m Michael Barbaro. This is “The Daily.”

Free, free, Palestine!

Free, free Palestine!

Free, free, free Palestine!

Over the past week, what had begun as a smattering of pro-Palestinian protests on America’s college campuses exploded into a nationwide movement —

United, we’ll never be defeated!

— as students at dozens of universities held demonstrations, set up encampments, and at times seized academic buildings.

[PROTESTERS CLAMORING]:

response, administrators at many of those colleges decided to crack down —

Do not throw things at our officers. We will use chemical munitions that include gas.

— calling in local police to carry out mass detentions and arrests. From Arizona State —

In the name of the state of Arizona, I declare this gathering to be a violation of —

— to the University of Georgia —

— to City College of New York.

[PROTESTERS CHANTING, “BACK OFF”]:

As of Thursday, police had arrested 2,000 students on more than 40 campuses. A situation so startling that President Biden could no longer ignore it.

Look, it’s basically a matter of fairness. It’s a matter of what’s right. There’s the right to protest, but not the right to cause chaos.

Today, my colleagues Jonathan Wolfe and Peter Baker on a history-making week. It’s Friday, May 3.

Jonathan, as this tumultuous week on college campuses comes to an end, it feels like the most extraordinary scenes played out on the campus of the University of California Los Angeles, where you have been reporting. What is the story of how that protest started and ultimately became so explosive?

So late last week, pro-Palestinian protesters set up an encampment at the University of California, Los Angeles.

From the river to the sea!

Palestine will be free!

Palestine —

It was right in front of Royce Hall, which I don’t know if you are familiar with UCLA, but it’s a very famous, red brick building. It’s on all the brochures. And there was two things that stood out about this encampment. And the first thing was that they barricaded the encampment.

The encampment, complete with tents and barricades, has been set up in the middle of the Westwood campus. The protesters demand —

They have metal grates. They had wooden pallets. And they separated themselves from the campus.

This is kind of interesting. There are controlling access, as we’ve been talking about. They are trying to control who is allowed in, who is allowed out.

They sort of policed the area. So they only would let people that were part of their community, they said, inside.

I’m a UCLA student. I deserve to go here. We paid tuition. This is our school. And they’re not letting me walk in. Why can’t I go? Will you let me go in?

We’re not engaging with that.

Then you can move. Will you move?

And the second thing that stood out about this camp was that it immediately attracted pro-Israel counterprotesters.

And what did the leadership of UCLA say about all of this, the encampment and these counterprotesters?

So the University of California’s approach was pretty unique. They had a really hands-off approach. And they allowed the pro-Palestinian protesters to set up an encampment. They allowed the counterprotesters to happen. I mean, this is a public university, so anyone who wants to can just enter the campus.

So when do things start to escalate?

So there were definitely fights and scuffles through the weekend. But a turning point was really Sunday —

[SINGING IN HEBREW]:

— when this group called the Israeli American Council, they’re a nonprofit organization, organized a rally on campus. The Israeli American Council has really been against these pro-Palestinian protests. They say that they’re antisemitic. So this nonprofit group sets up a stage with a screen really just a few yards from the pro-Palestinian encampment.

We are grateful that this past Friday, the University of California, stated that they will continue to oppose any calls for boycott and divestment from Israel!

[PROTESTERS CHEERING]

And they host speakers and they held prayers.

Jewish students, you’re not alone! Oh, you’re not alone! We are right here with you! And we’re right here with you in until —

[WORDLESS SINGING]:

And then lots of other people start showing up. And the proximity between protesters and counterprotesters and even some agitators, makes it really clear that something was about to happen.

And what was that? What ended up happening?

On Monday night, a group of about 60 counterprotesters tried to breach the encampment there. And the campus police had to break it up. And things escalated again on Tuesday.

They stormed the barricades and it’s a complete riot.

[PROTESTER SHOUTING]:

Put it down! Put it down! Put it down!

I went to report on what happened just a few hours after it ended.

And I spoke to a lot of protesters. And I met one demonstrator, Marie.

Yeah, my first name is Marie. M-A-R-I-E. Last name, Salem.

And Marie described what happened.

So can you just tell me a little bit about what happened last night?

Last night, we were approached by over a hundred counterprotesters who were very mobilized and ready to break into camp. They proceeded to try to breach our barricades extremely violently.

Marie said it started getting out of hand when counterprotesters started setting off fireworks towards the camp.

They had bear spray. They had Mace. They were throwing wood and spears. Throwing water bottles, continuing fireworks.

So she said that they were terrified. It was just all hands on deck. Everyone was guarding the barricades.

Every time someone experienced the bear spray or Mace or was hit and bleeding, we had some medics in the front line. And then we had people —

And they said that they were just trying to take care of people who were injured.

I mean, at any given moment, there was 5 to 10 people being treated.

So what she described to me sounded more like a battlefield than a college campus.

And it was just a complete terror and complete abandonment of the university, as we also watched private security watch this the entire time on the stairs. And some LAPD were stationed about a football field length back from these counterprotesters, and did not make a single arrest, did not attempt to stop any violence, did not attempt to get in between the two groups. No attempt.

I should say, I spoke to a state authorities and eyewitnesses and they confirmed Marie’s account about what happened that night, both in terms of the violence that took place at the encampment and how law enforcement responded. So in the end, people ended up fighting for hours before the police intervened.

[SOMBER MUSIC]

So in her mind, UCLA’s hands-off approach, which seemed to have prevailed throughout this entire period, ends up being way too hands off in a moment when students were in jeopardy.

That’s right. And so at this point, the protesters in the encampment started preparing for two possibilities. One was that this group of counterprotesters would return and attack them. And the second one was that the police would come and try to break up this encampment.

So they started building up the barricades. They start reinforcing them with wood. And during the day, hundreds of people came and brought them supplies. They brought food.

They brought helmets, goggles, earplugs, saline solution, all sorts of things these people could use to defend themselves. And so they’re really getting ready to burrow in. And in the end, it was the police who came.

[PROTESTERS SHOUTING]:

So Wednesday at 7:00 PM, they made an announcement on top of Royce Hall, which overlooks the encampment —

— administrative criminal actions up to and including arrest. Please leave the area immediately.

And they told people in the encampment that they needed to leave or face arrest.

[DRUM BEATING]: [PROTESTERS CHANTING]

And so as night falls, they put on all this gear that they’ve been collecting, the goggles, the masks and the earplugs, and they wait for the police.

[DRUM BEATING]:

And so the police arrive and station themselves right in front of the encampment. And then at a certain point, they storm the back stairs of the encampment.

[PROTESTERS CHANTING]:

And this is the stairs that the protesters have been using to enter and exit the camp. And they set up a line. And the protesters do this really surprising thing.

The people united!

They open up umbrellas. They have these strobe lights. And they’re flashing them at the police, who just slowly back out of the camp.

[PROTESTERS CHEERING]:

And so at this point, they’re feeling really great. They’re like, we did it. We pushed them out of their camp. And when the cops try to push again on those same set of stairs —

[PROTESTER SHOUTS]:

Hold your ground!

— the protesters organized themselves with all these shields that they had built earlier. And they go and confront them. And so there’s this moment where the police are trying to push up the stairs. And the protesters are literally pushing them back.

Push them back! Push them back!

Push them back!

And at a certain point, dozens of the police officers who were there, basically just turn around and leave.

So how does this eventually come to an end?

So at a certain point, the police push in again. Most of the conflict is centered at the front of these barricades. And the police just start tearing them apart.

[METAL CLANGING]

[CLAMORING]

They removed the front barricade. And in its place is this group of protesters who have linked arms and they’re hanging on to each other. And the police are trying to pull protesters one by one away from this group.

He’s just a student! Back off!

But they’re having a really hard time because there’s so many protesters. And they’re all just hanging on to each other.

We’re moving back now.

So at a certain point, one of the police officers started firing something into the crowd. We don’t exactly know what it was. But it really spooked the protesters.

Stop shooting at kids! Fuck you! Fuck them!

They started falling back. Everyone was really scared. The protesters were yelling, don’t shoot us. And at that point, the police just stormed the camp.

Get back. Get back.

Back up now!

And so after about four hours of this, the police pushed the protesters out of the encampment. They had arrested about 200 protesters. And this was finally over.

And I’m just curious, Jonathan, because you’re standing right there, you are bearing witness to this all, what you were thinking, what your impressions of this were.

I mean, I was stunned. These are mostly teenagers. This is a college campus, an institution of higher learning. And what I saw in front of me looked like a war zone.

[TENSE MUSIC]

The massive barricade, the police coming in with riot gear, and all this violence was happening in front of these red brick buildings that are famous for symbolizing a really open college campus. And everything about it was just totally surreal.

Well, Jonathan, thank you very much. We appreciate it.

Thanks, Michael.

We’ll be right back.

Peter, around 10:00 AM on Thursday morning as the smoke is literally still clearing at the University of California Los Angeles, you get word that President Biden is going to speak.

Right, exactly. It wasn’t on his public schedule. He was about to head to Andrews Air Force base in order to take a trip. And then suddenly, we got the notice that he was going to be addressing the cameras in the Roosevelt Room.

They didn’t tell us what he was going to talk about. But it was pretty clear, I think. Everybody understood that it was going to be about these campus protests, about the growing violence and the clashes with police, and the arrests that the entire country had been watching on TV every night for the past week, and I think that we were watching just that morning with UCLA. And it reached the point where he just had to say something.

And why, in his estimation and those of his advisors, was this the moment that Biden had to say something?

Well, it kind of reached a boiling point. It kind of reached the impression of a national crisis. And you expect to hear your president address it in this kind of a moment, particularly because it’s about his own policy. His policy toward Israel is at the heart of these protests. And he was getting a lot of grief. He was getting a lot of grief from Republicans who were chiding him for not speaking out personally. He hadn’t said anything in about 10 days.

He’s getting a lot of pressure from Democrats, too, who wanted him to come out and be more forceful. It wasn’t enough, in their view, to leave it to his spokespeople to say something. Moderate Democrats felt he needed to come out and take some leadership on this.

And so at the appointed moment, Peter, what does Biden actually say in the Roosevelt Room of the White House?

Good morning.

Before I head to North Carolina, I wanted to speak for a few moments about what’s going on, on our college campuses here.

Well, it comes in the Roosevelt Room and he talks to the camera. And he talks about the two clashing imperatives of American principle.

The first is the right to free speech and for people to peacefully assemble and make their voices heard. The second is the rule of law. Both must be upheld.

One is freedom of speech. The other is the rule of law.

In fact, peaceful protest is in the best tradition of how Americans respond to consequential issues. But, but, neither are we a lawless country.

In other words, what he’s saying is, yes, I support the right of these protesters to come out and object to even my own policy, in effect, is what he’s saying. But it shouldn’t trail into violence.

Destroying property is not a peaceful protest. It’s against the law. Vandalism, trespassing, breaking windows, shutting down campuses —

It shouldn’t trail into taking over buildings and obstructing students from going to class or canceling their graduations.

Threatening people, intimidating people, instilling fear in people is not peaceful protest. It’s against the law.

And he leans very heavily into this idea that what he’s seeing these days goes beyond the line.

I understand people have strong feelings and deep convictions. In America, we respect the right and protect the right for them to express that. But it doesn’t mean anything goes.

It has crossed into harassment and expressions of hate in a way that goes against the national character.

As president, I will always defend free speech. And I will always be just as strong and standing up for the rule of law. That’s my responsibility to you, the American people, and my obligation to the Constitution. Thank you very much.

Right, as I watched the speech, I heard his overriding message to basically be, I, the president of the United States, am drawing a line. These protests and counterprotests, the seizing and defacing of campus buildings, class disruption, all of it, name calling, it’s getting out of hand. That there’s a right way to do this. And what I’m seeing is the wrong way to do it and it has to stop.

That’s exactly right. And as he’s wrapping up, reporters, of course, ask questions. And the first question is —

Mr. President, have the protests forced you to reconsider any of the policies with regard to the region?

— will this change your policy toward the war in Gaza? Which, of course, is exactly what the protesters want. That’s the point.

And he basically says —

— no. Just one word, no.

Right. And that felt kind of important, as brief and fleeting as it was, because at the end of the day, what he’s saying to these protesters is, I’m not going to do what you want. And basically, your protests are never going to work. I’m not going to change the US’s involvement in this war.

Yeah, that’s exactly right. He is saying, I’m not going to be swayed by angry people in the streets. I’m going to do what I think is right when it comes to foreign policy. Now, what he thinks is that they’re not giving him enough credit for trying to achieve what they want, which is an end of the war.

He has been pressuring Israel and Hamas to come to a deal for a ceasefire that will, hopefully, in his view, would then lead to a more enduring end of hostilities. But, of course, this deal hasn’t gone anywhere. Hamas, in particular, seems to be resisting it. And so the president is left with a policy of arming Israel without having found a way yet to stop the war.

Right. I wonder, though, Peter, if we’re being honest, don’t these protests, despite what Biden is saying there, inevitably exert a kind of power over him? Becoming one of many pressures, but a pressure nonetheless that does influence how he thinks about these moments. I mean, here he is at the White House devoting an entire conversation to the nation to these campus protests.

Well, look, he knows this feeds into the political environment in which he’s running for re-election, in which he basically has people who otherwise might be his supporters on the left disenchanted with him. And he knows that there’s a cost to be paid. And that certainly, obviously, is in his head as he’s thinking about what to do.

But I think his view of the war is changing by the day for all sorts of reasons. And most of them having to do with realities on the ground. He has decided that Israel has gone far enough, if not too far, in the way it has conducted this operation in Gaza.

He is upset about the humanitarian crisis there. And he’s looking for a way to wrap all this up into a move that would move to peacemaking, beginning to get the region to a different stage, maybe have a deal with the Saudis to normalize relations with Israel in exchange for some sort of a two-state solution that would eventually resolve the Palestinian issue at its core.

So I think it’s probably fair to say that the protests won’t move him in an immediate kind of sense. But they obviously play into the larger zeitgeist of the moment. And I also think it’s important to know who Joe Biden is at heart.

Explain that.

He’s not drawn to activism. He was around in 1968, the last time we saw this major conflagration at Columbia University, for instance. At the time, Joe Biden was a law student in Syracuse, about 250 miles away. And he was an institutionalist even then.

He was just focused on his studies. He was about to graduate. He was thinking about the law career. And he didn’t really have much of an affinity, I think, for his fellow students of that era, for their activist way of looking at things.

He tells a story in his memoir about walking down a street in Syracuse one day to go to the pizza shop with some friends. And they walk by the administration building. And they see people hanging out of the windows. They’re hanging SDS banners. That’s the Students for a Democratic Society, which was one of the big activist groups of the era.

And he says, they were taking over the building. And we looked up and said, look at those assholes. That’s how far apart from the antiwar movement I was. That’s him writing in his memoir.

So to a young Joe Biden, those who devote their time and their energy to protesting the war are, I don’t need to repeat the word twice, but they’re losers. They’re not worth his time.

Well, I think it’s the tactics they’re using more than the goals that he disagreed with. He would tell you he disagreed with the Vietnam War. He was for civil rights. But he thought that taking over a building was performative, was all about getting attention, and that there was a better way, in his view, to do it.

He was somebody who wanted to work inside the system. He said in an interview quite a few years back, he says, look, I was wearing sports coats in that era. He saw himself becoming part of the system, not somebody trying to tear it down.

And so how should we think about that Joe Biden, when we think about this Joe Biden? I mean, the Joe Biden who, as a young man, looked upon antiwar protesters with disdain and the one who is now president and his very own policies have inspired such ferocious campus protests?

Yeah, that Joe Biden, the 1968 Joe Biden, he could just throw on a sports coat, go to the pizza shop with his friends, make fun of the activists and call them names, and then that’s it. They didn’t have to affect his life. But that’s not what 2024 Joe Biden can do.

Now, wherever he goes, he’s dogged by this. He goes to speeches and people are shouting at him, Genocide Joe! Genocide Joe! He is the target of the same kind of a movement that he disdained in 1968. And so as much as he would like to ignore it or move on or focus on other things, I think this has become a defining image of his year and one of the defining images, perhaps, of his presidency. And 2024 Joe Biden can’t simply ignore it.

Well, Peter, thank you very much. We appreciate it.

[UPBEAT MUSIC]

Here’s what else you need to know today. During testimony on Thursday in Donald Trump’s hush money trial, jurors heard a recording secretly made by Trump’s former fixer, Michael Cohen, in which Trump discusses a deal to buy a woman’s silence. In the recording, Trump asks Cohen about how one payment made by Trump to a woman named Karen McDougal would be financed. The recording could complicate efforts by Trump’s lawyers to distance him from the hush money deals at the center of the trial.

A final thing to know, tomorrow morning, we’ll be sending you the latest episode from our colleagues over at “The Interview.” This week, David Marchese talks with comedy star Marlon Wayans about his new stand-up special.

It’s a high that you get when you don’t know if this joke that I’m about to say is going to offend everybody. Are they going to walk out? Are they going to boo me? Are they going to hate this. And then you tell it, and everybody cracks up and you’re like, woo.

Today’s episode was produced by Diana Nguyen, Luke Vander Ploeg, Alexandra Leigh Young, Nina Feldman, and Carlos Prieto. It was edited by Lisa Chow and Michael Benoist. It contains original music by Dan Powell and Marion Lozano, and was engineered by Chris Wood. Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly.

That’s it for “The Daily.” I’m Michael Barbaro. See you on Monday.

• May 9, 2024   •   34:42 One Strongman, One Billion Voters, and the Future of India
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• May 6, 2024   •   29:23 R.F.K. Jr.’s Battle to Get on the Ballot
• May 3, 2024   •   25:33 The Protesters and the President
• May 2, 2024   •   29:13 Biden Loosens Up on Weed
• May 1, 2024   •   35:16 The New Abortion Fight Before the Supreme Court
• April 30, 2024   •   27:40 The Secret Push That Could Ban TikTok
• April 29, 2024   •   47:53 Trump 2.0: What a Second Trump Presidency Would Bring
• April 26, 2024   •   21:50 Harvey Weinstein Conviction Thrown Out
• April 25, 2024   •   40:33 The Crackdown on Student Protesters
• April 24, 2024   •   32:18 Is $60 Billion Enough to Save Ukraine?

Hosted by Michael Barbaro

Featuring Jonathan Wolfe and Peter Baker

Produced by Diana Nguyen ,  Luke Vander Ploeg ,  Alexandra Leigh Young ,  Nina Feldman and Carlos Prieto

Edited by Lisa Chow and Michael Benoist

Original music by Dan Powell and Marion Lozano

Engineered by Chris Wood

Listen and follow The Daily Apple Podcasts | Spotify | Amazon Music | YouTube

Warning: this episode contains strong language.

Over the past week, students at dozens of universities held demonstrations, set up encampments and, at times, seized academic buildings. In response, administrators at many of those colleges decided to crack down and called in the local police to detain and arrest demonstrators.

As of Thursday, the police had arrested 2,000 people across more than 40 campuses, a situation so startling that President Biden could no longer ignore it.

Jonathan Wolfe, who has been covering the student protests for The Times, and Peter Baker, the chief White House correspondent, discuss the history-making week.

On today’s episode

Jonathan Wolfe , a senior staff editor on the newsletters team at The New York Times.

Peter Baker , the chief White House correspondent for The New York Times covering President Biden and his administration.

Background reading

As crews cleared the remnants of an encampment at U.C.L.A., students and faculty members wondered how the university could have handled protests over the war in Gaza so badly .

Biden denounced violence on campus , breaking his silence after a rash of arrests.

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The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Mike Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, John Ketchum, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Dan Farrell, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Summer Thomad, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly. Special thanks to Sam Dolnick, Paula Szuchman, Lisa Tobin, Larissa Anderson, Julia Simon, Sofia Milan, Mahima Chablani, Elizabeth Davis-Moorer, Jeffrey Miranda, Renan Borelli, Maddy Masiello, Isabella Anderson and Nina Lassam.

Jonathan Wolfe is a senior staff editor on the newsletters team at The Times. More about Jonathan Wolfe

Peter Baker is the chief White House correspondent for The Times. He has covered the last five presidents and sometimes writes analytical pieces that place presidents and their administrations in a larger context and historical framework. More about Peter Baker

Luke Vander Ploeg is a senior producer on “The Daily” and a reporter for the National Desk covering the Midwest. More about Luke Vander Ploeg

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