How does this decision affect writers' cognition about writing? Their motivation to write?

When writers write, how do they decide to whom they are speaking?

regardless of how much thought and attention is given to the audience, and how much data are collected from the audience, news audiences themselves can never be truly known.

As economist Markus Prior found, the increasing variety of media options in a digital media environment means people now find themselves faced with a seemingly infinite number of alternatives to news

First, research has shown that audiences tend to stick to their media habits, even when the media environment undergoes significant changes, and these habits are predisposed toward popular content.

What these measures cannot do, however, is reveal audiences’ underlying motivations. These measures reveal what audiences do, but not why.

Journalists have also traditionally perceived audiences as passive recipients of the news, rather than as active participants in the news

journalists have traditionally written their stories for white, middle-class citizens.

audiences became an abstraction.

Journalists, like all media producers, depend on their audiences for both societal relevance and economic stability.

For some assignments, it makes sense to rely more on secondary sources than primary sources. If you are not analyzing a text or conducting your own field research, you will need to use secondary sources extensively.

One of the challenges of writing a research paper is successfully integrating your ideas with material from your sources. Your paper must explain what you think, or it will read like a disconnected string of facts and quotations.

Your introduction tells readers where they are headed, and your conclusion recaps where they have been. For this reason, some writers prefer to write their conclusions soon after they have written their introduction. However, this method may not work for all writers. Other writers prefer to write their conclusion at the end of the paper, after writing the body paragraphs. No process is right or wrong; find the one that best suits you.

A surprising fact A thought-provoking question An attention-getting quote A brief anecdote that illustrates a larger concept A connection between your topic and your readers experiences The sentences following the introduction place the writer’s stance in context by presenting background information. From there, the writer builds toward a thesis, which is traditionally placed at the end of the introduction.

Research papers generally follow the same basic structure: an introduction that presents the writer’s thesis, a body section that develops the thesis with supporting points and evidence, and a conclusion that revisits the thesis and provides additional insights or suggestions for further research. Your writing voice will come across most strongly in your introduction and conclusion, as you work to attract your readers’ interest and establish your thesis.

While Germany is becoming a world leader in solar energy deployment, in spite of receiving only as much sunlight as Alaska, and while Britain is mapping its shift to a post-oil based economy with its “transition towns,” many Americans continue wasting their time arguing over the make-believe issue of climate change denial.

Less than half of Americans are aware that scientists are basically unanimous on this issue, and thinking that scientists are unsure affects their own opinions about climate change and the the government policies they are willing to support to mitigate it.

Simply stopping the use of oil will not solve the whole climate change problem, although it is a key element of the change society needs to make to stabilize the global climate.

The Irish population is about 4.8 million today, a little more than half its peak 175 years ago.

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notification

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the maximum value is 100000000, that is, $1,000,000.00

October 1, 2021

Ted Chiang. Will A.I. Become the New McKinsey? The New Yorker, May 2023. URL: https://www.newyorker.com/science/annals-of-artificial-intelligence/will-ai-become-the-new-mckinsey (visited on 2023-12-10).

Supported Banks and Apps

How have your views on social media changed (or been reinforced)?

"They can do whatever they want outside class," one student said, "but in class they'll be expected to speak and write in Standard English.

They performedsimilarly on both measures in the fall testing, but the KEEP groupmade greater (although not statistically significant) gains in thespring testing than did the public school group. Although she iscareful to note limitations in the design of the study, Speidel (1987a)argues that these results suggest a relationship between teacherdiscourse modifications in small-group lessons and HCE-speakingchildren's use of SE grammatical features

s it led to more productive achievement-related behavior by the students on a variety of measures, includingtime on task, correct responses, and text content discusse

equal time,"by allocating speaking turns equitably among the children duringthe lesso

acilitate thelearning of basic academic skills and content" and part-Hawaiianchildren's "adaptation to conventional school situations"

Both these modifications of classroomdiscourse have, in fact, been incorporated into a successful readingprogram at the Kamehameha Early Education Program (

983). Doing so can reveal interactionastyles that help reduce chances of miscommunication or preventhem altogether, as demonstrated by research on language use incommunities and classroo

of SE grammaticalfeatures in oral langua

and then answered comprehensionquestions based on the stories. Combined scores for the two groupsrevealed no significant difference between the HCE and SE groupson overall listening comprehension abil

ting. It seems theyunderstand SE perfectly well, but they do not u

The HCE speakers comprehended the HCE stories moreeasily and more accurately than the SE stories, and the SE speakerscomprehended the SE stories more easily and accurately than theHCE stories

r. Contextual cues appeared most influentialwhen they did not conflict with syntactic cues, and although most ofthe SE speakers showed no sensitivity to these conditioning factors,most of the BEV speakers

elitist view of what "good"English is, that is, a prescriptivist attitude that fails to recognizesociolinguistic diversity

therhetoric of patriotism with sound pedagogical principles, and theyshould be wary of falling into the role of "guardians of thelanguage

that interlocutors understand all aspectsof either the surface or underlying structure of utterances to whichthey respond

However, it is painfully obvious that in the United States, SE hasbeen systematically imposed on speakers of minority varieties ofEnglish for several generations through every institutional channelin existenc

4), African American andCaucasian primary-school children were presented with sentenceimitation and comprehension tasks. The African Americanchildren's ability to perform these tasks was taken to indicate anabsence of comprehension difficulty across vari

take theposition that SE is indeed associated with educated, middle- andupper-class segments of English-speaking populations:

f utterances addressed to vendors in amarketplace-for example, How much are the yams a pound? andWhat is this thing called?-she was not understood. The usual wayof posing such questions proved to be, What a pong fuh di yam?and How yuh call

ired, since it is extremely difficult to pinpoimoments of confusion or uneasiness about what is being said in retime interaction and to determine that the source of dissonance isspecifically linguisti

bidialectalism

t speakers of minority varieties ofEnglish still have good reason to resist the status quo in U.S. class-rooms and that minority variety maintenance is often one manifes-tation of that resistance.

Perhaps more important to the prospect of long-term educationalchange is the maintenance of minority varieties as a form ofresistance to political and economic exploitatio

], large enough to meetall the communicative needs of its speake

, they are fiercely loyal to their own varieties. In theface of massive long-term negative pressure, minority varieties ofEnglish persis

t it is the negativeattitude toward minority varieties that must change, since thevarieties themselves will not be relinquished by their speakers

creole

This article reviews two areas of research that provide someinsight into the academic difficulties encountered by SESD stu-dents.

le. The latter groups' success probably owes much tosocioeconomic status, parents' educational levels, and positiveattitudes toward mainstream schooling, whereas the SESD groupsexperiences are no doubt tied to generations of socioeconomic andethnic stratification in American society (Ogbu, 1

Americans, and other second dialect speakers consistentlyunderachieve academi

,prescriptivism has consistently engendered resistance, althoughusually to the detriment of the resisters.

-there are minority varieties to consider: BlackEnglish Vernacular (BEV), Appalachian English, British WestIndian English, Louisiana Creole English, (South Carolinian and SeaIslands) Gullah, Chicano English, and Hawaii Creole English, toname but a few

This trend has important consequences ineducation, not only for speakers of languages other than English,but also for speakers of minority varieties of Eng

1969). It is lessfamiliar, however, to the generation of teachers that has appeared inU.S. public schools since the period of the Civil Rights Movement,many of whom have little or no historical understanding of theircurrent "problems" in teaching SESD stu

not only foster readingachievement, but facilitate the development of spoken SE as well

one who had workedextensively with part-Hawaiian children and one who had not,

ntial markesuch differences in form-function relationships are substenough to cause comprehension problems in interactions betwspeakers of different varieties is the point of a numb

h) is ra

estricted to only the most formal level of style" (p. 415).There is some disagreement in the literature about whether SE isassociated with a particular social group. Strevens (1985) claims thatSE is "not 'upper class English

Hudson, 1980, p. 32).

imbued by a society with greaterprestige

deliberate intervention by society, in

neither dialects nor creoles are defined on the basis of socialevaluation of particular ways of speaking. This is not to deny theexistence of such evaluation, but simply to recognize that it isseparable from the scientific description of linguistic variation andthe identification of different varieties of English.

me increasingly difficult in the 1980s forprofessionals to ignore ill-informed public discussions ofand educa

assimilationist

m. "Prescriptivism" hecalls "a rather newfangled idea" and onethat is definitely not aristocratic; and henotes that Winston Churchill wrote whom-ever where "schoolroom precepts" wouldsupport whoe

having near by.We do want standardization for writ-*ten English. We insist on absurd spellingsfor one and eight, and we demand twoa's in separate and two i's in definitewhether or not our pronunciations supportthe spellin

COMMENT AND REBUTTAL 483feel that they simply cannot learn to writeacceptably. I myself would avoid suchwords as "right" and "wrong," "correct"and "incorrect," and "substandard." "Bet-ter" is a useful word where there is atemptation to use these harsher

ly teachers of compositionshould be cautious in correcting their stu-dents' grammar, marking only the worst"errors" where it would be possible tocover papers with red marks. It is quitepossible to overcorrect and make stud

e can design opportunities to see thehistorical context of correct and standardized notions ofEnglish language, while honoring students’ own languageresources

In fact, it is the number one most-assigned textbook across over a million syllabi according toThe Open Syllabus Project (opensyllabusproject.org), put

Asao Inoue reminds us that bothschools and literacy have historicallybeen constructed to protect WhiteSupremacy.

For both Dreyer and White language becomes theground upon which social relations are mapped according toa similar linguistic system of racialized parlor and kitchengeography

Phonology

Morphology

Orthography

Our study analyzes the determinants of cell size variability in S. cerevisiae to identify mother-daughter asymmetry as a primary driver of the coefficient of variation (CV) of cell size within a population.

However, he is expected to participate via video link

reforms to the globalgovernance system” to include better emerging country participation and improve Global Soutcooperation “for more inclusive and sustainable governance

hey see the expansion as the result of a lackluster Western response to low-income countries’ needs, and say Western countries need to begin reforming financial institutiin earnest.

Students perceived that GenAI-assisted writing could benefit them in three areas including the writing process, performance, and their affective domain.

Meanwhile, they also identified AI-related, student-related, and task-related challenges that were experienced during the GenAI-assisted writing activity."

"These findings contribute to a more nuanced understanding of GenAI's impact on academic writing that is inclusive of student perspectives, offering implications for educational AI design and instructional design."

The study found that students expected AI to serve multiple roles, including multi-tasking writing assistant, virtual tutor, and digital peer to support multifaceted writing processes and performance.

with 20 Chinese students in higher education

Therefore, this study explored and examined students' perceptions and experiences about GenAI-assisted academic writing by conducting in-depth interviews with 20 Chinese students in higher education after completing academic writing tasks using a ChatGPT4-embedded writing system developed by the research team.

that I do not lend myself to the wrong which I condemn.

I went with them out to the veranda. On the green Sound, stagnant in the heat, one small sail crawled slowly toward the fresher sea. Gatsby’s eyes followed it momentarily; he raised his hand and pointed across the bay.

He broke off and began to walk up and down a desolate path of fruit rinds and discarded favours and crushed flowers.

Gatsby, who represented everything for which I have an unaffected scorn. If personality is an unbroken series of successful gestures, then there was something gorgeous about him, some heightened sensitivity to the promises of life, as if he were related to one of those intricate machines that register earthquakes ten thousand miles away.

English gives Russian students an opportunity to communicate, read English sources and take part in lectures and discussions with visiting professors and representatives of different fields of foreign business without any translation, saving time and effort. A high level of language competence gives access to academic mobility programs and studying abroad.

English is becoming more powerful as a tool of attracting foreign students to Russia, promoting national research and entering the international academic community.

English has become the most widely used language in the field of education. However, the wide spread of English also means that globalization is not only beneficial for education, but it also poses a lot of questions related to language policy and the use of different languages for teaching and learning.

was linked to better mental health and social capabilities, including the ability to perceive nuances in interpersonal relationships

James Carney, an associate professor at the London Interdisciplinary School and the lead author of a 2022 study on reading and mental health.

see more awareness that reading is a resource “for our health and well-being.”

Jill Sonke — a co-author of the new paper and a director of the EpiArts Lab at the University of Florida,

Research indicates that reading can have a wide range of benefits for educational attainment, reasoning and comprehension skills, imagination, empathy, mental health, cognitive health and more.

more than 20 percent of people surveyed had a child under 9 years old, only 2 percent of those surveyed read with a child — a finding that stayed largely flat throughout the study period but that could contribute to further declines in adult reading going forward, the researchers said.

the most highly educated people were more than twice as likely to read as the least educated, and high-income people were about 1.5 times as likely to read as low-income people.

the journal iScience, relied on data from the American Time Use Survey, which asks thousands of Americans per year to describe in detail how they spent a day. Over the 20 years the researchers analyzed, more than 236,000 Americans completed the survey.

“The empathy that we feel for them is actually real, and these connections with characters can be ways that we can feel less alone, that we can feel socially and emotionally validated.”

Further research would be needed to confirm those theories.

the authors suggested some possible explanations

The decline in reading could have implications for Americans’ learning, relationships and overall well-being, the researchers said.

Daisy Fancourt, a co-author of the study and a professor of psychobiology and epidemiology at University College London.

didn’t explicitly account for e-books and audiobooks

latest decrease “surprising,” given that the study defined reading broadly, encompassing books, magazines and newspapers in print, electronic or audio form.

Researchers from University College London and the University of Florida examined national data from 2003 to 2023 and found that the share of people who reported reading for pleasure on a given day fell to 16 percent in 2023 from a peak of 28 percent in 2004 — a drop of about 40 percent. It declined around 3 percent each year over those two decades.

From the sentiment analysis results, we can tell that the 47 students generally had a positive attitude toward AI/ChatGPT after they personally tried out writing with the tool, though they were also aware of the limitations of AI/ChatGPT.

“The AI version included some phrases that were too wordy and generic”. A total of 28% of students (n = 13) complained about the robotic tone and the lack of emotion in the language generated by ChatGPT.

professional or formal word choices or expressions, eloquence of writing, correct grammar, clarity of meaning, advanced sentence structures, and smooth transition at the sentence level. Using professional or formal words and expressions is the most frequently mentioned aspect.

With regard to the creation process, 55% of students (n = 26) reported only one round of prompting ChatGPT to generate the writing piece, while 45% (n = 21) reported more than one round of prompting and having ChatGPT generated at least two versions of writing.

students wished to improve AI-generated writing by adding personal stories, connections to posting, feelings and thoughts, and deleting repetitive language; and (5) their overall attitudes toward AI tool were positive.

We recruited 47 students in the United States from a university writing course.

Abstract:

ettler

pology andforgiveness

nger and resentmen

Conclusion

Forgivenes

The colonizer

ecessary step toward reconciliation

Refusal to forgive,

‘settler’ is a position of privilege a

Missing and Murdered Indigenous Women

Hul’qumi’num’ concept of anger.

rage

I’d figured that the gooners would need some coaxing, some assurance that I wasn’t setting them up to be ridiculed. But it was like they’d been waiting to hear from me

I've never done such a thing before in my life, to behonest" (August 2). Nilanga also reported that prior to the project he"was having zero exposure with these foreign people," aside from anoccasional tourist (August 11). Although a few of the more privilegedstudents had already had experience with inner circle cultures, andreported feeling comfortable with the interactions because of it, manyof the students lived in remote locations and found foreign travel rela-tively inaccessible. As with similar online intercultural learning projects(Chen, Hsu, & Caropreso, 2006), providing an opportunity for this newcommunicative experience

or 25 years I couldn't get such a chance in my career" (Au

t least some of the New York students also oriented to the experi-ence as something novel, despite many of them living deeply transna-tional lives shaped by immigration, travel, and regular cross-culturalcommunication. Louisa, the student born in Guatemala, wrote in oneforum post that for her "it will be the first time interacting with inter-national students." When asked about this post in an interview, sheresponded that this was her first time to have "correspondence withsomeone outside of New York in a school setting." Similarly, Niadescribed the project as "honestly pretty exciting" because she had"never communicated" with students "on an international level wherethey're pretty much on the other side of the world." Like the Sri Lan-kan students, some New York students saw the project as a rare oppor-tunity to communicate with "foreign people," constructing the SriLankan students as both culturally and linguistically other. For manyof the students, the project opened up possibilities to articulate andconfront their expectations of "foreign"

Although internet access is more accessible than international travel, it is far from uni-versal. Multiple students reported difficulties accessing the websites because of slow orinconsistent internet access, sometimes due to inconsistent electricity. These opportuni-ties for intercultural communication, and their educational benefits,

his multimodalexchange, the critical discussions of the local language varieties andthe sharing of linguistic landscape images acted as an eye-opener t

he New York students' introductory videos also tended to highlighttheir multilingualism. Several students told stories of family immigra-tion: Mariana and Louisa described how their families had come toNew York from the Dominican Republic and Guatemala, respectively,explaining that though they had lived in the United States from youngages and felt most comfortable in English, they still spoke Spanish withtheir families. Another student, Xing, codeswitched in his video, intro-ducing himself first in Mandarin and then in English, before describ-ing how he and his parents had immigrated from China when he was12. Ester described herself as a Haitian American who spoke both Eng-lish and Haitian Creole. S

n education, digital spaces can support both identity work and thequestioning of cultural assumptions, in part because school-basedonline work creates a temporary community in which students are bothanonymous (physically distant from their classmates) and known (mem-bers of a shared community; .

For at least some students, this marked the beginning of a shiftaway from an identity as a speaker of flawed or limited English towardthat of competent user of English

inally, these activities should be built into anoverall curriculum aimed at raising awareness of native speakerismand its effects in ELT, which might include readings that problema-tize native-nonnative binaries or analysis of teacher recruitmentmaterials (Kiczkowiak et al., 2016)

The privileging of native speakers and Western pedagogical meth-ods has long been critiqued by scholars (Canagarajah, 1999; Mahboob,2010; Phillipson, 1992; Widdowson, 1994), and a large body of work infields such as English as a lingua franca (ELF; Jenkins, 2011; Seidl-hofer, 2011) has demonstrated how language use outside the class-room has shifted away from dependence on native speaker norms.

However,where lecturers use oral presentations and reflective journals to assess aspects of students'learning, analysis of the data from this small-scale investigation suggests that bilingual andmultilingual students may benefit from opportunities to codeswitch.

If pre-service and in-service teacher education programmes were to include opportu-nities for teachers to speak and write reflectively in their languages of choice, researchwhich investigates whether or not using more than one language results in more detailedand more critical reflections could then be undertaken

The responses of these ten teachers suggest that permitting teachers to codeswitch inteacher education assignments which aim to assess teachers' reflexive competence may addto the quantity and quality of their spoken or written contributions

n hisdiscussion of reasons for codeswitching Grosjean (1982: 153±4) includes examples ofcodeswitching to emphasise a point or to conclude an argument. The use of English for thefinal statement in this speaking turn could be an example of an emphatic conclusion.

In discussing language and culture, Fantini (1991: 110±11) argues that inany language the words a person uses reflect the way he or she categorises experiences:within a particular culture, experiences are structured in a particular way and encoded intowords. He suggests that for the bilingual, use of two languages `provides access to differentvisions' of the same world.

This article describes and discusses asmall-scale investigation of the preferred language(s) of reflection of a group of teacherswho were students in the University of the Witwatersrand's flexible learning B Edprogramme at the time of the investigation

Dialectal variation providesonly a single piece of the complete picture, which must beviewed in context to better understand achievement gapsobserved between African American and Caucasian students

Althoughall individuals speak a dialect, some American dialects otherthan Generalized American English (GAE; also called Stan-dardized American English or Mainstream American En-glish) have been discriminatorily stigmatized as “inferior”language systems

The overall purpose of this article was to evaluatethe relation between African American students’ density ofAAE-specific forms in writing and their reading achieve-ment, while accounting for socioeconomic status and dialect-neutral writing skills

ally, we encourage continued examination of dialect-neutral forms across nonmainstream dialects. Although notwithin the scope of this article, specification of which linguis-tic forms maximally predict students’ long-term languageand reading abilities may be a key area for future work

substantially contribute to predicting students’ performanceon the measures of academic achievement when accountingfor household income, writing productivity, and dialect-neutral forms. Rather, the density of forms considered tobe ungrammatical both in AAE and standardized writtenGAE (i.e., M-Neutral) emerged as the most consistentsignificant predictor of students’ scores on standardizedachievement measures

rich

unevenly distributed, polluted, mismanaged and wasted.

Wetland

They can lead to increased severe flooding

most of the rivers in the world are too polluted to support certain human activities,

Such beliefsare not only wrong. They’re dangerous. Dot-org is a “legacy” domain, one of the top-leveldomains created by the U.S. government in themid-1980s. The dot-org domain was created asa “catch-all,”

water strider

solvent

586 calories

Water is the universal solvent

Whiskey is for drinking. Water is for fighting”

‘–히’, ‘–이’, ‘–로’

파생력

‘짧은 형태는 긴 형태의 준말’ 또는 ‘긴 형태는 짧은 형태의 본말’로 처리

고어의 화석형

面对动态变化的世界，我们经常会惴惴不安，担忧未来或者懊恼过去，很多精力和时间都会浪费在面对波动上。

人在没有偏执或者杂念的情况下，都能够有很好的判断，有个说法是 “本自具足”。保持平常心才能做出非常之事

I’d estimate that the differences here are more substantive than the similarities, in the sense that they concern the nature of deity, purpose of humanity, the relationship of God/gods to chaos, and the moral → soteriological dimension. But the similarities are important because they may reflect shared cultural and cosmological motifs of the ancient Near East, which the biblical authors both interacted with and differentiated themselves from.

Week 9 was one of my favourite weeks so far in this course. I found it super engaging and the use of 3D modelling reminded me of my research project. I really enjoyed researching my model and finding out more context regarding it. The biggest challenge I faced while researching my model on sketchfab was diagnosing if it was a genuine model of an object or something created for media purposes like a videogame. My topic involves the Mayan culture and was difficult to distinguish if it was a genuine object. I was able to overcome this by finding a model that was scanned in the British museum and a footprint that could be traced to the actual object. I found it very interesting that through research I was able to assign context to the object by reading about it in Maya: The Yaxchilán Lintels by The British Museum.

The purpose of an informative essay, sometimes called an expository essay, is to educate others on a certain topic.