BDSC 2033

BDSC 9469

BDSC 35551

BDSC 386

RRID:SCR_007345

RRID:SCR_001065

RRID:CVCL_2478

RRID:CVCL_0023

RRID:CVCL_0031

RRID:CVCL_7272

RRID:CVCL_0297

RRID:CVCL_0532

RRID:SCR_003070

RRID:SCR_002798

RRID:CVCL_0182

RRID:AB_1603723

RRID:AB_443014

RRID:AB_2036326

RRID:AB_2887658

RRID:AB_562153

RRID:AB_2881102

RRID:AB_11047075

RRID:AB_2887636

RRID:AB_2782958

RRID:AB_2889842

RRID:AB_2224574

RRID:AB_2038048

RRID:AB_10734439

RRID:AB_3083699

RRID:CVCL_0002

RRID:AB_3662688

AB_3663047

RRID:AB_2118685

RRID:AB_2876889

RRID:AB_2687540

RRID:AB_2298729

RRID:AB_3676523

RRID:AB_3073728

RRID:AB_3663045

RRID:AB_3075517

RRID:AB_3094441

RRID:SCR_016643

RRID:CVCL_2160

RRID:CVCL_4529

RRID:CVCL_0063

RRID:AB_2217020

RRID:AB_2255663

RRID:AB_823578

RRID:AB_2880448

RRID:AB_10694416

RRID:AB_2919581

RRID:AB_1904036

RRID:AB_2631739

RRID:AB_490778

RRID:IMSR_NM-KO-226

RRID:SCR_000306

BDSC #39157

BDSC #90966

BDSC #50472

BDSC #25752

BDSC #45784

BDSC #40436

BDSC #5130

BDSC #7415

RRID:SCR_003070

RRID:SCR_002798

RRID:SCR_002184

RRID:SCR_018455

RRID:AB_2337392

RRID:AB_2338840

RRID:SCR_015041

RRID:SCR_011323

RRID:AB_2337390

RRID:AB_2337446

RRID:AB_2338902

RRID:AB_177521

RRID:AB_2338046

RRID:AB_839504

RRID:AB_2338680

RRID:AB_956280

RRID:SCR_011848

RRID:SCR_016323

RRID:SCR_017344

RRID:SCR_015530

RRID:AB_2298772

RRID:SCR_000154

BDSC#34831

BDSC#66381

BDSC#56563

BDSC#92782

BDSC#38424

BDSC#66544

BDSC#39157

BDSC#52711

BDSC#66466

RRID:SCR_011649

RRID:CVCL_0027

RRID:CVCL_0003

RRID:CVCL_0063

RRID:CVCL_0326

RRID:AB_10548197

RRID:CVCL_4692

RRID:Addgene_99213

MMRRC_071753

RRID:BL_67011

AB_5905

RRID:MGI_5488963

RRID:IMSR_JAX

RRID:SCR_007345https

AB_3704

2025

Reintroduce the argument introduced in your thesis statement. Reiterate the key points of your research. Offer some forecasts for the future (example: “Hopefully now with a clearer understanding about free soloing and the rock-climbing community, others might understand the draw to such a seemingly risky sport…”).

Begin with a topic sentence. Using one of the five Ws or H questions here will remind you and your readers what you will focus on in this paragraph. Introduce your sources in a sentence or two to summarize what the information revealed about your topic. Include a direct quote using P.I.E. and reflect on what the source illuminated about your question.

Define the topic. Provide short background information. Introduce who your intended audience is. State what your driving research question is. Create a thesis statement by identifying the scope of the informative essay (the main point you want your audience to understand about your topic).

The initial stage is an introduction, which should start with the sound hook sentence to engage the reader in what a writer plans to share. One example is: “A community is generally defined by people in a group who live together in a particular area, or a group of people who are considered a unit because of their shared interests or background.”

books and scholarly articles. Academic books generally fall into three categories: (1) textbooks written with students in mind, (2) monographs which give an extended report on a large research project, and (3) edited-volumes in which each chapter is authored by different people.

The point of an informative essay is not to convince others to take a certain action or stance; that role is expressly reserved for persuasive essays. Instead, the main objective is to highlight specific information about your topic. In this project, you may be asking “after researching general aspects about my topic, what do I want others to understand about it?”

The purpose of an informative essay, sometimes called an expository essay, is to educate others on a certain topic. Typically, these essays aim to answer the five Ws and H questions: who, what, where, when, why, and how.

The Informative Research Report is a report that relays the results of a central research question in an organized manner through more formal sources.

Anytype API and MCP server Page

manage your knowledge base (spaces, objects, types, properties, tags and more) through conversation, powered by models and tools you control.

It bridges the gap between AI and Anytype's powerful features by converting Anytype's OpenAPI specification into MCP tools, allowing you to manage your knowledge base through conversation.

An MCP server enabling AI assistants to interact with Anytype - your encrypted, local and collaborative wiki - to organize objects, lists, and more through natural language.

itional narratives categorized as myth are not regarded asuntrue by their native tellers. "A

blows might be given to the attendant as his share,according to agreeme

O Prince of the Faithful! the third is enough for me, givehim the two thirds!” This restored the caliph’s good temper, and, laughing heartily,he rewarded them both.4 bastinado: a form of torture that involves caning (beating with a cane) the bare soles of aperson’s feet.

“If you do not make melaugh, I will beat you three times with this leathern bag,”

Haroun al Rashed2

interpreter-in-chief to the British forces

Sinai Peninsula andNegeb deser

Athens is no longer maintainted. Athens was an open-source, collaborative knowledge graph, backed by YC W21

Using ChatGPT allows students to obtain quick and direct answers by simply asking questions, which may enhance their academic performance in the short term (Alshater, 2022; Rahman & Watanobe, 2023). Consequently, students may rely more on AI for immediate solutions rather than solving problems independently. In the long term, students with low academic self-efficacy are likely to overuse AI.

this is one of the first studies exploring the internal antecedents and potential consequences of AI dependency

From a practical perspective, the results suggest that more time and energy should be invested to reduce students' academic stress and mitigate AI-dependent behaviors. Additionally, guiding students toward reasonable use of AI technology and improving their AI literacy (Ng et al., 2021) are necessary to ensure that the potential of AI technology can be fully utilized and that its negative impacts can be mitigated. Finally, addressing misinformation and enhancing the reliability of AI technology are crucial tasks that requires continuous improvement.

Therefore, we recommend that future studies reevaluate college students' dependence on AI by taking these distinct aspects into account, offering deeper insights into both the legitimate and illicit use of AI in academic environments.

. The consequences of AI dependency varied; the top five negative effects were increased laziness, the spread of misinformation, decreased creativity, and reduced critical and independent thinking.

Self-efficacy, a concept derived from social cognitive theory (Bandura, 1986), refers to a person's confidence in their capacity to perform or master a certain task

The Council of Europe defines artificial intelligence as: "a set of sciences, theories, technologies, the purpose of which is to reproduce human cognitive skills by a machine ".

Artificial intelligence works like human intelligence, but notably it lacks creativity and inspiration.

Artificial intelligence, like other technologies, has positive characteristics as well as negative ones, which are discussed in the world

For years, AI was an isolated phenomenon that was used on a limited theoretical level in narrow circles. Along with the development of technologies, AI has gained special relevance.

Artificial intelligence (AI) is a branch of computer science that aims to create an intelligent computer machine/program that can understand human intelligence. Determining the level of intelligence depends on what task we set out to solve.

o convey ideas effectivelyin a language, one must master both productive skills and receptive skills. 5 Importantly, insituations of endangerment, cultural knowledge may be less available than it had been inprevious generations and therefore should be explicitly taught.

In a speaking activity for beginners, roles in the dialogue areassigned to different learners and each is responsible for one part (i.e. one learns A linesand the other learns B). By mimicking and memorizing the lines, they can perform authenticlanguage and play the audio over and over to assist their practice.

If the orthography for numbers in the language usesEnglish Romanized symbols, then providing images that illustrate the number or spellingout the words can help learners stay in the target language. Figure 4 illustrates the imagesand Miami–Illinois numbers spelled out.

bingo is, ofcourse, adaptable to a wide variety of vocabulary through written words or pictures.Other games provide opportunities for using more complex language. Consider ‘Go Fish’,in which players have to request cards by numbers. Functional language includes makinga request, responding with yes or no, telling other players to pick up another card, and soon.

An initial challenge is that they maybe transcribed in an orthography that is not transparent to those who have not been trainedin its use. At the content level, some concepts may not be suitable for all potential learneraudiences. They also tend to be third-person narratives and may or may not include inter-active language. Finally, the structures might be too advanced for novice learners. Despitethese limitations, traditional stories can be a tremendous resource with some strategicmodification of orthography and content. We use an example from Kari’nja to illustrate theprocess of modification.Hoff (1968) includes a transcribed and translated text of De Goede Hoop, a Kari’nja story.The story in its entirety is not appropriate for all age groups in that it includes demons andmurder. However, the story also includes dialogue between characters that was modifiedfor use as a linguistic formula and for pattern practice.First, the story is ‘translated’ into the practical orthography currently in use by commu-nity members.3 Table 4 illustrates the practical orthography as well as a more useful format,from a teaching and learning perspective. The original was organized in side-by-side para-graph form, making it difficult to track the Kari’nja prose and English free translations. Asthe particular excerpt used here is a short conversation between characters, it is more usefulto teachers and learners to have it organized line by line rather than as a long string of prose. 4This exchange includes a common greeting for someone who has been away from thecommunity for some time. However, in the story, the exchange is in a more formal registerthan is common in everyday use. As such, the next step is to simplify the register for usewith novice learners. This includes eliminating the honorific markers common to the moreformal registers as well as adding in more formulaic responses, as illustrated in Table 5.

An additional potential resource is the academic description of particular elements of alanguage. Standalone articles analyzing specific structural features tend to be too jargonheavy and narrowly focused to be of immediate use in revitalization. However, they ofteninclude functionally useful language in their examples. Articles tend to be formatted insuch a way that tokens of language used as examples are set apart from the rest of the text,making them easy to locate in a larger description. Although an article describing, forexample, nonconfigurationality in a Cariban language (Hoff 1995) may be too opaque fora novice linguist, it may provide examples that can form the basis for teaching and learningactivities.Although the article itself may be of interest to only a small subset of linguists, examplesin Hoff (1995) are peppered with useful vocabulary including kinship terms and possessivepronominal prefixes. These were extracted to create the word list of kinship terms in Table 1,as well as the paradigm of possessive pronominal prefixes in Table 2. Together, the examplesin Hoff (1995) form the basis for a variety of activities developed to teach and reinforcekinship terms.The focus of these examples is nouns and possession, but a more communicative approachwould include the use of verbs. Hoff (1995) also provides useful examples that includedifferent verb roots used in the same tense. Section 3.2 illustrates a mini dialogue based onthese terms. Although academic articles may at first glance seem opaque or irrelevant, ithas been our experience that simply skimming examples can provide a wealth of usefultokens of language.

A linguist’s field notes may not be readily available, and when they are, they are often orga-nized based on a system that is transparent only to the linguist who created them. Usingfield notes to locate functional language may be time-consuming as one must work todecipher what are often very idiosyncratic notational schemes. However, as they may alsocontain more contextualized language as well as examples that have not been publishedelsewhere, field notes may be worth the time investment necessary to comprehend them.Using Myammia as an example, Figure 1 illustrates highly functional language that is embed-ded in a documentary corpus of other information. The resource is part of the LeBoullengerdocumentation available in the Miami-Illinois Digital Archive (MIDA) and includes a listof numbers embedded within a larger stretch of documentation. Although this representsan extreme example, it is not unusual to find seemingly random tokens of functional lan-guage surrounded by documentation of something completely different.As numbers are highly functional and often among the first domains of language to belost when formal schooling introduces majority language numbers along with mathematicalconcepts, numbers such as those in Figure 1 represent an important discovery. This examplefrom the MIDA shows how archival contributions can make documentation more usefulto revitalization through organization and widespread availability of information. Inclusionof metadata about functional language found in sources such as field notes can providecontext, related expressions, and other potentially helpful linguistic cues. Detailed discussionin Baldwin, Costa, and Troy (2016) provides an overview of a process of transformingmanuscript documentation into searchable data. For those who have access to field notes,we suggest developing an organizational system that includes metadata about functionsand semantic domains found in particular corpora. In Section 3.3, we discuss the use ofnumbers in the development of materials and activities for language learning.

Functional language refers to the range of constructions that are used to fulfill a variety ofcommunicative purposes. Functions are the answer to the question of, ‘What do peopleactually do with language’? In addition to greeting, as highlighted in our opening anecdote,people count, they tell stories, they complain, and they express likes and dislikes. Somefunctions are expressed through particular grammatical constructions found in academicdescriptions. Once located, these can provide immediately useful formulas or patterns(Hinton 2003) that foster interaction in the language.More traditional products of documentation are not typically organized in such a waythat functional language and corresponding structures are easy to find. Metadata may ormay not make clear what exists in a particular resource, and examples in academic descrip-tions tend to be context-independent. In the subsections that follow, we describe the processof extracting useful language from documentary sources including: field notes, academicdescriptions, reference grammars, and text.

Conversely, because students used the termslang to refer to several dimensions of the languagevariety that they spoke with friends and family,we were unable to tease apart their beliefs aboutAAVE grammar, AAVE style, formal and informalregisters, and widespread slang used by all youth.Teaching students about these dimensions of dialectsand interviewing students could help educators andresearchers gain greater clarity on students' beliefsabout bidialectalism and style shifting.

Furthermore, students' responses suggested thatthey viewed English classes as very different sociolingui-stic spaces than professional settings; although studentsbelieved SE was appropriate for professional settings,most did not think students should be expected to alwaysuse SE in ELA classrooms. Instead, students viewed theirEnglish classes as places to practice SE without beingjudged and emphasized a classroom culture of comfortand mutual respect

Overall, students' responses suggested thatthey viewed communication with peers, not just withteachers, as essential to learning in English classes

ohn recognizes the racial and socioeconomicprejudice inherent in interviewers' perceptions that

Students' arguments in favor of using SE in worksettings seemed to be driven more by a perceptionof negative judgments of AAVE by mainstreamsociety than by reasons such as clear communicationor professional effectiveness. In fact, 71% of studentswho discussed professional settings focused on jobinterviews rather than on-the-job work

The regressionanalysis showed that there was a statistically significantrelationship between students with high academicachievement (semester grade of 85% or greater) andthe view that only SE should be spoken in class(p = 0.047) when gender was held constant. In otherwords, students who received a semester grade of B orbetter were more likely to believe that students shouldonly speak SE in their English classes.This finding suggests that higher achievingstudents viewed speaking SE as necessary for academicsuccess and as more compatible with their individualand peer-group identities than lower achievingstudents, as Fordham (1999) found. We found nostatistically significant relationship between genderand students' responses

What dialects do bidialectal AfricanAmerican adolescents think should be spoken in theirELA classes and why? The students' responses werejointly analyzed by the authors, both self-identified aswhite and speakers of SE but not AAVE.

Although our ideas align with sociolinguists whoargue that dialects and slang reference different kindsof language variation, we included the terms slang andinformal English in the prompt since these were the termsthat students and Ms. Lang had used interchangeablywith Black English and AAVE throughout the unit onlanguage variation.

Whenbidialectal students perceive that dialects such asAAVE are unacceptable in classrooms, that perceptioncan lead to a decline in academic motivation andreduced literacy learning (Dickar, 2004).

Even though peopleoften confuse dialect with slang, we draw fromlinguistic theory, which uses slang to refer specificallyto new vocabulary often developed and used by youth(Adger, Wolfram, & Christian, 2007).

Using formal SE is essentialnot because SE is better or more grammatical than other dialects of English,but rather because people in powerful academic and professional positionsexpect others to communicate in formal SE and often form negative opinionsof people who do not

Finally, in their essay, “Decolonial Skillshares: IndigenousRhetorics as Radical Practice,” Driskill (2015) advocates for embodiedlearning through the teaching and learning of indigenous languages,rhetorical traditions, and maker-practices. Driskill situates this learning,though, within radical politics aimed at decolonizing the academy, theclassroom, and the curriculum as well as on cultivating transcultural,transracial relations characterized by mutual understanding, respect,and reciprocity—through the embodied sharing of knowledge. Driskilltraces their experience and development of the practice of decolonialskillshare to a history of activism within queer and trans communitiesof color, locating the concept, however, in punk and anarchist commu-nities seeking to resist and intervene in authoritarianism and capitalismthrough the cooperative sharing of a variety of “do-it-yourself skills”(p. 60). Driskill notes that the skillsharing practices of these communi-ties, however, tend to be dominated by white, middle-class men whoreproduce the very hegemonic power they seek to disrupt through theexclusion of meaningful analyses of racism, sexism, queerphobia, andcolonialism. And so, Driskill develops and theorizes a counter practicethat disrupts and subverts the justifications, logics, and practices ofcolonialism.

In the second half of her essay, King explores the pedagogicalimplications of these key concepts and the differing forms of empower-ment and engagement their uptake enables for Native and non-Nativestudents. She posits a general writing/rhetoric course and elaboratesthe ways in which an advertisement analysis assignment might advancegeneral learning goals as well as address the misrepresentations of in-digenous peoples in advertising. While the specificity of the course andassignment King describes might seem at first glance inapplicable towriting centre theory and practice, I am struck by the value there mightbe for writing centre pedagogy in cultivating tutor understanding thatnot all writing teachers privilege (or gate keep) the rhetorical traditionthat has historically dominated the academy—a tradition that frequentlyexcludes indigenous epistemologies and meaning-making practicesincluding story. Further, tutors should be prepared to offer culturallyappropriate and meaningful support to indigenous student writersexercising their own rhetorical sovereignty, as well as for non-Nativewriters seeking to compose themselves and their relations in resistanceto the array of cultural misrepresentations and appropriations to whichwe are all continuously exposed.Such projects as preparing tutors to recognize indigenous rhe-torical traditions, to respect the rhetorical sovereignty of indigenouswriters, and to provide culturally competent and appropriate supportto both indigenous writers and non-Native writers seeking to resist andcounter rhetorical (and linguistic) imperialism might be understood aspurposefully resonant with calls by such scholars as Marker, Mihesuah,and Powell to indigenize the academy. These scholars advocate not onlyfor greater inclusion of indigenous literature and scholarship, but also foran opening up of the academy to new languages, new epistemologies, andpedagogical practices that enable relations characterized by reciprocityand by respect (Watanabe, 2015). Reading Survivance, Sovereignty, andStory from the vantage point of the writing centre should lead us to askwhat indigenizing the writing centre might look like or feel like andhow our practice might be transformed by such a move—how we mightbe changed, too.

he tracesbriefly historical legacies of the “Indian,” the “savage,” the “noble sav-age,” and the “vanishing Indian,” describing the relationship betweenrepresentations of indigenous peoples by Euro-Americans and shiftinghistorical contexts and ideologies. And, King argues, representationsand their constructions of “Indian” continue to morph, adapting to thepurposes of those who create and deploy them.

And, King points out, culture and religionbear an intimate, integral relation to the land inhabited by indigenouspeoples. She reminds readers, however, of the local, situational, andcontext-driven nature of indigenous understandings and applicationsof sovereignty. The concept will be understood differently in differentcontexts or within differing political frames and exigencies, but alwayslinked to the imperative to preserve and sustain indigenous peoplehoodsthat include cultures, languages, religions, and lands that are their pro-genitors.

In defining and elaborating these terms, King notes that alimited understanding of them may lead teachers (and their students)to misunderstand and misrepresent indigenous texts and the rhetoricaltraditions out of which those texts emerge and to resituate indigenoustexts within the amorphous category of work by “minority” writers.

Lovejoy concludes withthe advice that teaching code-meshing has the potential to enliven andmore fully engage not only students in their own textual production,but also teachers with their subjects and the learning of their students.

In fact, he notes, we frequently encounter code-meshed writingthat works these conventions with remarkable efficacy and to great rhe-torical effect in scholarly publications. Our challenge, suggests Lovejoy,is to learn how to teach this composing practice well.

Lovejoy advocates for the inclusionof self-directed writing in the composition classroom as a means to en-courage linguistic and rhetorical experimentation among students andto include students in drafting, revising, editing, and publishing prac-tices that are driven by a more expansive and inclusive understandingof language variety

Lovejoy carefully defines expressive writing,deconstructing reductive assumptions about the practice that confine itto “self-expression” and occlude its value to the meaningful articulationof perspective on the world, reflection about relations between worldand the self as well as about learning, and engagement of a more fulllinguistic and rhetorical repertoire.

Finally, Lovejoy extends the teaching focus of Other People’s En-glish to the post-secondary writing classroom. In his first essay, Lovejoyrecounts an initial foray into the teaching of code-meshing and resistanceto that approach not from students, but from a racially diverse group ofcolleagues

Young-Rivera reminds readers that the relationship between “selfconfidence, self efficacy, and success” in student learning has been in-disputably established and issues a call for educational reformers to openthemselves to study and experimentation with language arts pedagogiespredicated on linguistic as well as cultural diversity and inclusion (p.

In her final essay, she refutes the notionthat code-meshing is incompatible with educational reform efforts.

In her first essay, Young-Rivera traces her own journey fromresistant interlocutor to an advocate for educational experimentationwith the theory and practice of teaching code-meshing

Young-Rivera draws on 20 years of experience as a teacher andadministrator in Chicago public schools, as well as knowledge gained asan educational consultant in her contributions to Other People’s English.She writes as an educator who, by her own account, resisted argumentsfor the teaching of code-meshing and who came see its value only aftersetting herself a course of study of the practice of code-meshing inpublic discourse, prior scholarship advocating linguistic inclusiveness inthe teaching of writing (including the texts associated with the NationalCouncil of Teachers of English’s landmark resolution on “StudentsRights to their Own Language”), and her own survey of languageteachers advocacy for or rejection of code-meshing and its associatedpedagogies.

He demonstrates thelimitations of approaches that draw from and enact language bias in theThe Writing Center Journal 36.1 | 2017 221classroom as well as the array of negative impacts—harms, in fact—thatthe enactment of such bias has on student-writers and speakers.

In his second and third essays, Young expands his argument for theteaching of code-meshing. He lays out the costs of code-switching prac-tice and pedagogy to students of colour.

Over four months of ethylene production: Unlocking the potential of solid-state photosynthetic cell factories

Others focus on a college education, many receivingAssociate of Arts degrees in Sociology, Human Services,Business, and General Studies.

Part of the effort to ensure quality and proper programmingfor prisoners includes a governor-commissioned ‘‘Lifer’’advisory committee, consisting of 20 to 30 formerly incar-cerated men and women who successfully reintegrated intosociety.

During incarceration, prisoners are tested for basicreading comprehension. If a prisoner demonstrates skillslower than a ninth-grade level, they are enrolled in theAdult Basic Education (ABE) program, offering more

Yann Braga | Storybook Vitest | ViteConf 2025

Yann Braga | Storybook Vitest | ViteConf 2025

More precisely, each variety may differ in its phonetic implementation rules, phonology, lexical items or semantics, morphology, syntax, and the pragmatic functions of discourse markers or syntactic structures.

Because dialect boundaries are fuzzy, contiguous regional dialects may form dialect chains. Within the chain, two adjacent dialects will display greater similarity than two dialects that exist at a distance from one another.

Qualitative and quantitative dialect differences may map onto groups defined by geographical regions or by social characteristics.

Most speakers of English will sometimes pronounce the initial consonant as a fricative [ð] and sometimes as a stop [d]. This alternation between [ð] and [d] can be quantified. In turn, the frequencies with which individuals say [ð] versus [d] may correlate to categories of identity, such as age, gender, class, or ethnicity. Alternating forms, like [ð] ~ [d], are called variants of a sociolinguistic variable.

This study investigated the motivational benefits of translanguaging in EFL classes in the monolingual Arabic environment of Saudi Arabia through the lens of self-determination theory.

Participants reported feeling motivated by translanguaging to achieve their desired level of English proficiency. Two-thirds (67.9%) attributed their high level of proficiency to the use of Arabic in class

The responses to Item 10 indicated that participants were either motivated intrinsically, in the sense that they were studying English with personal interest and inherent satisfaction, or extrinsically, because they were learning English out of pride, seeking approval or recognition from society.

In terms of the SDT, they were motivated because they had a goal to achieve. When learners become interested in the people and culture speaking another language, they are expected to have a higher motivational quality that will result in better performance (Ryan & Deci, 2000). In response to Item 6, students placed a utilitarian value on language learning, such as to improve one's career potential or gain social recognition or economic advantages.

E-readers allow prisoners enrolled in college correspon-dence programs to study for their classes with digital text-books. They also allow prisoners living in high security areasto continue their education through independent study.

During incarceration, prisoners are tested for basicreading comprehension. If a prisoner demonstrates skillslower than a ninth-grade level, they are enrolled in theAdult Basic Education (ABE) program, offering moreremedial levels of education. 4 ABE is an academic programemphasizing reading, writing, and mathematics.

After release, Johnson earned a bachelor’s degree in psychology, graduatingsumma cum laude. He is an alcohol and drug counselor in two different Californiacounties and a lead facilitator for an Alternatives to Violence Project in his home town.Johnson’s efforts were recently recognized by His Holiness the Dalai Lam

The Division of Rehabilitative Programs (DRP), the rehabil-itative arm of CDCR, provides programming and teachesskills to both prisoners and parolees to reduce their re-conviction or return-to-prison rate, three years after releasefrom a CDCR institution. As part of CDCR, DRP exists tohelp prisoners leave prison with better life and job skills,more education, and the confidence to reintegrate into ourcommunities.

s, "If fellow studentsare to provide honest and useful feedback, theyshould constitute the real audience, at least in therevision stages. This places students in the positionof writing truly to communicate" (37

When students are aware of the intended audi-ence, they can critically reflect on their choice of w