In addition to high-temperature fluid fluxes, many of the Kolumbo vents actively discharge gases (Fig. 5C). These gases are virtually pure CO2 with MORB-like 3He/4He signatures indicative of deep degassing of mantle-derived magmas (Carey et al. 2013; Rizzo et al. 2016).

High-resolution seismic profiling within the caldera has imaged the top ~200−300 m of caldera sediments and provided key information for unravelling its evolution since the last major collapse (Fig. 4).

Magma erupted during 1650 was an H2O-rich, crystal-poor, biotite-bearing rhyolite (Cantner et al. 2014; Klaver et al. 2016).

There are marked geochemical and isotopic (e.g., Nb/Yb, Zr/Nb, 206Pb/204Pb, 87Sr/86Sr) differences between Kolumbo and nearby Santorini magmas, despite their close temporal and spatial association. This suggests that the two magmatic systems tap different mantle source volumes (Klaver et al. 2016).

These volcanoes consist mainly of calc-alkaline lavas and domes, the ages of which are poorly constrained.

The purpose of peer feedback is to receive constructive criticism of your essay. Your peer reviewer is your first real audience, and you have the opportunity to learn what confuses and delights a reader so that you can improve your work before sharing the final draft with a wider audience (or your intended audience).

Lastly, thanking your classmates for feedback is a gracious way to acknowledge that your classmates attempted to complete the assignment and took the time and care to read and comment on your writing.

If two or several of your classmates make the same comment about your writing, the likely answer to that question is yes. If your teacher or a tutor has in the past commented on the same point, again the answer is yes. If the feedback is specific to the questions that your instructor asked, the answer is also yes.

void the “Ugly Baby Syndrome” that some writing teachers talk about. Someone who gives you constructive criticism on your writing may come across as someone who is calling your baby ugly. Perhaps your baby just needs a haircut. Or maybe your baby needs a diaper change. Your baby is still your creation, and you have opportunities to make your ideas shine. Fortunately, you can improve your writing, which takes us to the next point. Should you change your writing?

Receiving Peer Feedback When receiving peer feedback, remember that your classmates are being asked to perform a task and that they, just like you, are just trying to perform the task the teacher asked them to perform. With repeated practice you and your classmates will get better and better at giving each other peer review. Some of your classmates will give you great feedback and others might not have actually read your paper so their feedback might not be useful to you.

What the writer did well What needs improvement What the next steps are

Giving Feedback When giving feedback, try to answer your instructor’s questions, but of course, you should carefully read your classmates’ writing first. For example, if you are supposed to identify the main idea of your classmate’s writing, be sure to look for the main idea. If you can’t find it, say, “I looked but couldn’t find it”, instead of “You didn’t include one.” Both may mean the same thing, but the former sounds less aggressive and accusatory, and the reason for that is that you state that you as the reader tried to accomplish the given task of finding the thesis statement.

a final draft that fits the audience and the purpose. Peer feedback activities have an educational purpose which is putting the writer into the position of the reader and with this switch, reflecting on and improving one’s own writing. You and your peers have all the tools to offer advice since you have been working together, in the classroom, to understand the essay’s topic and genre. Maintaining a positive attitude when providing feedback will put you and your partner at ease. The sample peer review below provides a useful framework for the peer review process.

Peer review can feel scary because you may feel uncomfortable sharing your writing at first, but remember that each writer is working toward the same goal:

The in-class (and sometimes online) peer review process provides writers with the opportunity to share their drafts with someone who can give an honest response about its strengths and weaknesses. Since your peers have participated in the same lectures, discussions, and group work, they can offer the most constructive and focused feedback based on the assignment and the instructor’s expectations.

After working so closely with a piece of writing, writers often need to step back and ask for advice from a more objective reader. The textbook English for Business Success explains that what writers need most is feedback from readers who can respond to both the words on the page and critique whether the writing responds to the assignment; this process is called peer review

Editing and proofreading can work well with a partner. You can offer to be another pair of eyes for peers in exchange for them doing the same for you. Whether you are editing and proofreading your work or the work of a peer, the process is basically the same. Although the rest of this section assumes you are editing and proofreading your work, you can simply shift the personal issues, such as “Am I…” to a viewpoint that will work with a peer, such as “Is she…”

Although you might think editing and proofreading aren’t necessary since you were fairly careful when you were writing, the truth is that even the brightest people and best writers make mistakes when they write. One of the main reasons that you are likely to make mistakes is that your mind and fingers are not always moving along at the same speed nor are they necessarily in sync. So what ends up on the page isn’t always exactly what you intended. A second reason is that, as you make changes and adjustments, you might not totally match up the original parts and revised parts. Finally, a third key reason for proofreading is because you likely have errors you typically make and proofreading gives you a chance to correct those errors.

However, you should plan to read through the entire final draft at least one additional time. During this stage of editing and proofreading your entire essay, you should be looking for general consistency and clarity. Also, pay particular attention to parts of the paper you have moved around or changed in other ways to make sure that your new versions still work smoothly.

In addition to revising, you will also want to go back to your paper one more time to proofread, which will prepare you for the peer review process.

he culture and social environments in which individuals interact with others are also important in acquisition of skills and knowledge

Flat vs Plot Buyers:

it’s true that it IS a long and sometimes tedious process, but you, the learner, can decide whether to make it also really fun and to make the effort worth it.

operational

I wonder what happens to a culture such as ours that avoids thedirect experience of the kill.

the code that admonishes killing only out of need

glee

Only through humility can the soulmake peace with the terrible necessities of survival.

If a Koyukon hunter does something that offends the spirit of otherlife forms, even out of ignorance, hewill pay' for his mistake with a loss ofluck and perhaps with some acts ofconscious atonement

Myreflections have left me feeling mostly at peace with my part in thisevent

how a hunter could feelthat an animal offers him- or herself tobe killed

In the early days of the hunt

The ritualsmust also have been a way to help thesoul justify its part in the cycles of lifeand death.

I seem to live a parallel life here,one that constellates primal emotions

I have been a vegetarian formore than twenty years, which I oncethought exempted me from the violence that accompanies the securing of

Rather than feeding mybody, the tree will feed my soul

have changed me in ways that 1could not reverse even if I wanted to

This tree and I have beenneighbors: the same winds that haverustled its needles have blown throughmy hair

About half of the patients at retail clinics lack a regular source of care.

Most important is that the primary benefits to patients—lower prices and improved experiences—rarely occur.

Confucianism# Sources [b13] [b14] [b15] [b16] Being and becoming an exemplary person (e.g., benevolent; sincere; honoring and sacrificing to ancestors; respectful to parents, elders and authorities, taking care of children and the young; generous to family and others). These traits are often performed and achieved through ceremonies and rituals (including sacrificing to ancestors, music, and tea drinking), resulting in a harmonious society. Key figures: Confucius [b13]~500, China Mencius [b17] ~350, China Xunzi [b18] ~300 BCE, China

Sources [b13] [b14] [b15] [b16] Being and becoming an exemplary person (e.g., benevolent; sincere; honoring and sacrificing to ancestors; respectful to parents, elders and authorities, taking care of children and the young; generous to family and others). These traits are often performed and achieved through ceremonies and rituals (including sacrificing to ancestors, music, and tea drinking), resulting in a harmonious society. Key figures: Confucius [b13]~500, China Mencius [b17] ~350, China Xunzi [b18] ~300 BCE, China

When it works, students exclaim “It works!” and move on.

we mean an approach to the creation of software that relies on systematic thought, planning, and understanding from the very beginning, at every stage, and for every step.

they entered the textual dialoguewith their male contemporaries and with women in other cultures.

Women's writing in the 20th century has been the focus of steady and growing interest

, it is clear that women writers did not identify with the master narratives of nationalism

signed by women were published both in book form and in that quintessential 19th-century literary space-the periodical press.

women came to be highly valued as special creatures who, by virtue of their “natural” purity and moral strength,

colonial literature was largely produced by men and addressed to a male audience

the entry of women into public discourse after three centuries of virtual intellectual anonymity.

It leads to the assumption that no two individuals speak or write exactly alike

dialects of the same language.

mastery over all its idioms and expressions.”

Kory Stamper, author

Even twins aren’t exactly alike in their language – because language is learned, not inherited.

trace the raising of the heroine’s consciousness and often have the effect of doing the same for their female reader

distinctions between the analytical and the creative, the political and the aesthetic were constantly blurred

History has not been kind to feminist literary criticism of the 1970s.

the aesthetic values that have always seemed to find women’s writing lacking.

we are not learning what women have felt and experienced, but only what men have thought women should be’

the American canon is largely unreadable for women

‘literary history and the present are dark with silences’, one of which is the writing of women

they are working with few resources, within a largely antagonistic field and without the benefit of antecedents.

She saw literature as a key location for the creation, expression and maintenance of a sexual politics that oppressed women

women authors are barely mentioned and, where they are, it is usually in a footnote

literary representations of women come mostly from the pens of men

a long history of laws, precepts, ideologies, institutional and cultural practices – all, she believes, created and sustained by men.

Bots present a similar disconnect between intentions and actions. Bot programs are written by one or more people, potentially all with different intentions, and they are run by others people, or sometimes scheduled by people to be run by computers. This means we can analyze the ethics of the action of the bot, as well as the intentions of the various people involved, though those all might be disconnected.

many salient features of African American Vernacular English were not innovated, but are instead the legacy of an older stage of English.

pattern, known as the “northern subject rule,”

linguistic ancestry

key characteristic of linguistic enclaves is that they preserve older features.

late 18th and early 19th centuries, thousands of formerly enslaved African Americans settled in small enclaves in Africa, the Caribbean, South America and Canada

direct offshoots of an older stage of English — that of the British who colonized the United States.

chalk these features up to “bad” English

linguistic features now denounced as grammatically incorrect

by far

hoped to capitalize

hype

vanquished

tiebreaker

three-way

there's a lot more to this song

peanuts and Cracker Jack

announcer

Major League baseball games

eventh-inning stretch

chorus

belting out

Linguists agree that bilingual communities that practice codeswitching to fully expresstheir dual identity should by no means be judged as linguistically inadequate or inferior tomonolingual communiti

Spanish/English bilingual codeswitches reflect linguistic competence and social appropriateness, and indeed bilingual speakers strategically alternate between Spanish andEnglish to influence the outcome of their conversations. No

earch findings describedabove verify that Spanish/English bilinguals codeswitch in ways that are structurally congruous with both language systems, as well as functionally congruous with social contexts

Spanish/English bilingual codeswitching is not an ad hoc mixture of two languages.Conventional linguists, psycholinguists, and sociolinguists have examined this behavior,and their findings unanimously recognize it as an indication of competence in two languages, thereby disproving earlier suspicions of language deficiency. In fac

sh. In accordance with Valdes-Fallis's findings in regardto associative responses, McClure reported that bilingual children who perceive theiraddressee to be of a higher status relative to their own social identity codeswitch in ways thatreflect the language choice of their superior: "Children at play have been observed to switchfrom Spanish to English when switching from a peer relationship to a teacher-pupil relationship" (1981, 76

se. Valdes-Fallis found that when the message is sent in eitheSpanish or English, but not both, bilingual interlocutors use the last language used by thespeaker in order to follow suit with a sequential response. On the other hand, when the message is sent as a blend of the Spanish and English code systems, the bilingual interlocutresponds symmetrically with a codeswitched response resembling that of the original speaker (1976, 70

s. In the case that one of the bilinguals was not as fluent as the other participants,researchers' data have shown that the nonfluent bilingual's native language would be selected as the appropriate linguistic code for that particular spee

In general, Zentella found that "bilingual subjects speak the best language of the addressee"(1990a, 80).

s of the setting wherethe speech act takes place, sociolinguists have found that if a Spanish or English monolingual enters the conversation the language will be switched accordingly. With regard

Spanish/English bilinguals skillfully and strategically alternate between languages to influence the outcome of their conversations. By consciously switching from one language to theother, the bilingual sends a signal to the addressee to search for additional meaning beyondthe content of the mess

It has been demonstrated that the direction of the language shift in Spanish/Englishcodeswitching may or may not influence the outcome of the conversation. Notwithstanding,because most of the Spanish/English bilingual subjects under investigation live in Hispaniccommunities, they tend to use Spanish as their intimate and personal code in order to convey a sense of intimacy and community solidarity; the English code is often reserved formore objective and impersonal communicative exchanges associated with the external community. (

Lipski's findings reveal a context in which the direction of the language shift mayprovide the Spanish/English bilingual with more persuasive power: "In the United StatesHispanic communities it is usually a shift from English to Spanish which conveys the subtle insinuation of favors, since Spanish is felt to be 'closer to the heart' " (1985, 13).

In addition, bilingual speakers often use codeswitching as a controlling device to makedirect and indirect requests. Most of these switches attempt to persuade the addressee bymaking suggestions; however, others seek to control the interlocutor by means of commands.

strategy of changing topics is often utilizedby monolingual speakers as well; however, bilingual speakers have an advantage by beingable to magnify a shift in topic by employing a simultaneous shift in language.

For example, a bilingual speaker may be informally discussing the weather in Spanish with a client and then codeswitch to English inorder to signal a desire to discuss the terms of a contract. On the other hand, a topic shiftmay also represent a bilingual speaker's attempt to evade a particular topic.

In addition to codeswitching to indicate a shift in discourse modes, bilingual speakers alternate between languages to change the topic of the conversation. A given

arious researchers have demonstrated that bilingual codeswitching can be used as a strategy to indicate a shift in discourse modes, e.g., from narration to comment or from assertionto question.

heswitch to English or Spanish may not alter the content of the message, but it may emphasizethe message by changing the tone of the conversation. Lips

ilingual speakers emphasize or contrast a given message by shifting codes to changethe tone of the conversation.

There are four strategies that Spanish/English bilinguals have recourse to in order toconvey additional stylistic meaning and achieve personal communicative intentions: (1)emphasis or contrast, (2) mode or topic shift, (3) controlling the addressee, and (4) personalization or objectivization

Bilingual codeswitches are not always triggered by unconscious factors; on the contrary,bilingual speakers also make conscious choices to alternate between languages in order toinfluence the outcome of their conversations with others

Kolers's Information-Processing Model has demonstrated that the bilingual memorycan also be described as having two distinct yet overlapping components to help bilingualsreconcile their two symbol systems in a systematic way.

Agar describes this duality that characterizes a bilingual speaker's personality and speech behavior: "Often bilingual speakers havesplit minds; all the particularities which language conveys ... are embodied in the bilingualtwice; he is neither here nor there; he is a marginal man" (1991, 172)

is providesfurther evidence to indicate that many bilingual codeswitches may be unconsciously triggered by internal mechanism

uerta maintains that bilinguals tend to switch to English to refer to items relating to thebusiness world and modern technology because they most likely learned such vocabularyoutside the home from speakers of English or books written in English

onsequently, bilinguals'codeswitches to these language-specific items are unconsciously triggered, and bilingualsare often unaware of their alternation between languages.

Psycholinguists have demonstrated that lexical items will be more available to bilingualspeakers in language A than in language B if they are exposed to these verbal symbols ata higher frequency rate in language A

ipski maintains that sufficient evidence hasbeen found "to indicate that the bilingual speaker knew the appropriate words in both languages and simply produced the one that was closest to the tip of the tongue" (1980, 36)

Kolers's bilingual subjects' performance data revealed that wordsreferring to concrete objects that are common to most people and cultures are more likelyto elicit similar responses in both of the bilinguals' languages. This piece of evidence supports the common story tank hypotheses. On the other hand, abstract words and wordsrelated to speakers' emotions were more closely bound to the language by which they werestored or experienced. This finding provides supporting evidence for the separate storagetank hypothesis

ot unlike conventional linguists, who found that bilinguals neither possess two totallyseparate grammars nor two completely merged grammars, Kolers's results indicate that abilingual speaker combines parts of both hypotheses. He t

e used a metaphor to help clarify this issue of storing verbal symbols in the mind. In thecase of the interdependent memory hypothesis, Kolers regarded the mind as one central storage tank, with the two languages acting as different taps in order to produce language chunksin two separate codes. In the case of the independent memory hypothesis, Kolers suggests thatbilinguals would store language-specific lexicons in two separate tank

hes). Sankoff and Poplack concluded that nonfluent bguals are less skilled codeswitchers, and therefore they try to avoid switch points that ar"risky." Switching from language to language is easier for them between sentences becausit "allows them to participate in the codeswitching mode without the fear of violatigrammatical rule of either of the languages involved" (1981

seemingly straightforward way to determine the psychological motivations for a particular switch would be to ask bilingual speakers directly to describe their intrinsicmotivation for alternating between languages immediately following a given switch.

nce bilingual codeswitches have been structurally analyzed by directly observable "out ofthe mouth" speech data, the psycholinguist must go one step back in order to determine thepsychological factors that triggered the switches in the first place. Given that "in th

For example, Fina has reported cases in which the structural conflict between languages isdisregarded by fluent speakers in order to create conversational effects. She states that "thisconflict may lead to completely ungrammatical sentences ... because considerations of conversational effectiveness may be stronger than fear of structural conflict" (1989, 119-20

nglish. She explains that switchingavoided in negative constructions because "English requires the dummy morpheme do or amodal auxiliary or negative support, whereas Spanish negates by inserting the negative particle immediately before the verb" (1981, 17

Despite these potential structural conflicts, Sridhar and Sridhar found that when adjective switches occur they obey both of these language-specific constraints. This finding iscongruent with Poplack's data: less than 1 percent of the adjectival switches producedbilinguals violated the adjective placement rules of Spanish and

These results, which demonstrate that fluent bilinguals are more skilled codeswitcherthan nonfluent bilinguals, provide further evidence in favor of the assertion that codeswiting is an indicator of bilingual ability, rather than a deficiency in either of the languageinvolve

The quantitative analysis of their switches revealed that both fluent and nonfluent biguals were able to codeswitch frequently and still maintain grammaticality in both Englisand Spani

Like Woolford, Sankoll and Poplack found that codeswitching, rather than being a resultimperfect competence in either of the two monolingual language systems, represented anintegrated knowledge of the rules of both languages, including their similarities and diffence

oolford explains that the bilingual speaker can switch back and forth betweenmars while freely drawing phrase structure rules from eithe

any way. She believes that the bilingualer's two monolingual grammars must be structurally compatible in order for codeswitto occu

The question that immediately arises in the consideration of this proposed cooperativeanism, which maintains the integrity of both grammars, is how such sentencesgenerated by drawing from two separate grammars at the

Bilinguals possess a verbal mode that allows them to codeswitch without interruptingtheir speech flow while drawing on rules from two separate gram

his debate over whether discourse containing codeswitches is generated by the alternate useof the two monolingual grammars or whether a single codeswitching grammar exists, whichcombines elements of the monolingual grammars, has been abandoned to emphasize thecooperative and integrative elements existing between the two gram

onolinguals usually have a negative attitude toward codeswitching behavior and oftenassign pejorative names such as "Tex-Mex" or "Spanglish" to this speech pheno

Bilingual codeswitching requires a switching competence, which accordindenotes "a formidable syntactic knowledge by switching at points that maintainmatical integrity of both languages at the same tim

inguals assert that this alternation between their two languagesallows them to convey their message more precisely, more naturally, and more personally.

ilingual speakers have twice as many options to choose from as monolingual speakers whenexpressing their thoughts and ideas because their language repertoire is twofold; not only canbilinguals choose from a variety of styles of speech within the same language, but also theycan switch from one language, or code, system to the other. A

Communication on Public Discussion Boards Whenever you are being asked to communicate or post in a discussion forum or other communication mode, you need to ask yourself if there will be one recipient or several. In other words, who will be your readers? Is the forum private so that only your instructor or only a group of classmates or only a specific classmate can see it or is it public so that everyone, all of your classmates and your instructor can see your post? Check the forum to which you are posting for these settings. The discussion board is a public forum, so you might have a broad audience. Create a post according to the recipient(s). It is nice to address a classmate by name if you are responding to a specific person in a discussion forum. Online classes can be a solitary experience, so it can be nice when a classmate is actually responding to you, personally. It is also advisable to use a greeting such as “Classmates” if you are addressing a discussion post to everyone in the class. Most of the time, discussions tend to be public, so you can make sure of the assignment’s settings before you post. Do’s: Discussions usually have specific guidelines for posts. Most require you to use college English and write in complete sentences. This chapter from CNM’s grammar OER covers appropriate language. Essentially, you should avoid text language, capitalize “I”, and check your spelling, grammar, and punctuation before submitting your posts. Sometimes there are specific questions and a certain number of sentences required, so read the instructions closely. Avoid short posts, such as “I agree” because it is too general and doesn’t encourage ongoing discussion; instead, explain what you agree with and why. Often, there is a reading that needs to be completed before you post. Make sure you read the required text before posting instead of just “winging it” because your classmates and teacher can tell. Don’ts: Avoid copying and pasting your own post to respond to several of your classmates. Your instructor, who will be viewing and grading your posts, can tell that your posts are identical and is unlikely to give you full credit for identical posts. Second, avoid copying and pasting your classmates’ posts to present as your own. There is a timestamp on your posts in an online classroom, and your instructor will have physical evidence of who posted a response first. Also, your classmates and instructor will notice your copied post, and you will be guilty of plagiarism. Last, do not post unrelated ideas; for example, if you are asked about the main idea of a text you read, make sure to read the text, and respond by giving what you think is the main idea, not by posting that you liked the text because of a personal experience you had. It isn’t wrong to include personal content, but be sure to answer the instructor’s questions first to earn full credit. Communicating in a college classroom with multiple audiences can be complex, but these tips will help you create respectful and thoughtful messages.

Sample Email to an Instructor Subject: English 1110 Section 102: Absence Dear/Hello Professor [Last name], l was unable to attend class today, so I wanted to ask if there are any handouts or additional assignments I should complete before we meet on Thursday? I did review the syllabus and course outline, and I will complete the quiz and reading homework listed there. Many thanks, [First name] [Last name]

Creating an appropriate tone can feel overwhelming. We know that all emails should be polite, and emails to your instructor may be more formal or professional. Not all Instructors will expect formal emails, but it’s important to remember that your instructor is not your friend and that an email or message is not a text message. It is not appropriate to send an informal or colloquial message and to assume your instructor is your friend or acquaintance and that an email or message is the same as text message.

Tips for Emailing Your Instructor Be polite: Address your professor formally, using the title “Professor” or “Instructor” with their last name. Depending on how formal your professor seems, use a salutation (“Dear” or “Hello” followed by your professor’s name/title (Dr. XYZ, Professor XYZ, etc.) Pose a question. Clearly introduce the purpose of your email and the information you are requesting. If you are not asking a specific question, be aware that you may not receive a response to your email. Be concise. Instructors are busy people, and although they are typically more than happy to help you, kindly get to your point quickly. Sign off with your first and last name, the course number, and the class time. This will make it easy for your professor to identify you. Do not ask, “When will you return our papers?” If you MUST ask, make it specific and realistic (e.g., “Will we get our papers back by the end of next week?”). Most Instructors teach multiple classes and could have hundreds of assignments to grade. Do not ask your Instructor if you missed anything important when you were absent. Instructors work diligently to design their coursework, so asking if any of that content was important can be considered rude or dismissive of their hard work. Instead ask if missed anything that was not included on the course schedule.

Avoid sending harsh or demanding emails or messages when you are panicked, frustrated, or angry. Walk away from your computer and return at a later time when you feel calmer. Then re-read the instructions, or syllabus, or the course materials you find confusing, and if you still cannot find the answer because it is not there, definitely email or message your instructor.

On the other hand, avoid monopolizing your teacher’s email inbox with dozens of emails and messages per week and expecting her to respond immediately. Nobody enjoys having their inbox blown up with multiple messages by the same person. Try to remember your instructor will likely have many other emails from administrators, staff, and other students.

Email or message An email or message sent to your instructor is often the result of a question you may have. Many students think contacting their instructor shows that they weren’t paying attention or that they are the only student did not understand something, so they often keep quiet and go on trying to do work that they do not understand. Other students think that their teacher is their own private tutor, so they email or message the teacher several times a day to ask questions that likely have answers in the syllabus and in the learning module instructions. Both of these behaviors are unhelpful and frustrating to the students and the instructor.

Communicating in a College Course Communication courses teach students that communication involves two parties—the sender and the receiver of the communicated message. Sometimes, there is more than one sender and often, there is more than one receiver of the message. The main purpose of communication whether it be email, text, tweet, blog, discussion, presentation, written assignment, or speech is always to help the receiver(s) of the message understand the idea that the sender of the message is trying to share. This section will focus on electronic communication in a college course.

Writing in drafts makes academic work more manageable. Drafting gets your ideas onto paper, which gives you more to work with than the perfectionist’s daunting blank screen. You can always return later to fix the problems that bother you.

Student-Led Workshops Some courses encourage students to share their research and writing with each other, and even offer workshops where students can present their own writing and offer constructive comments to their classmates. Independent paper-writing workshops provide a space for peers with varying interests, work styles, and areas of expertise to brainstorm

Tutoring Center CNM students have access to The Learning and Computer Center (TLCc), which is available on six campuses: Advanced Technology Center, Main, Montoya, Rio Rancho, South Valley, and Westside. At these writing centers, trained tutors help students meet college-level expectations. The tutoring centers offer one-on-one meetings, online, and group sessions for multiple disciplines. TLCc also offers workshops on citing and learning how to develop a writing process.

Many students feel intimidated asking for help with academic writing; after all, it’s something you’ve been doing your entire life in school. However, there’s no need to feel like it’s a sign of your lack of ability; on the contrary, many of the strongest student writers regularly seek help and support with their writing (that’s why they’re so strong). College instructors are familiar with the ups and downs of writing, and most colleges have support systems in place to help students learn how to write for an academic audience. The following sections discuss common on-campus writing services, what to expect from them, and how they can help you.

Seeking Help Meeting College Expectations Depending on your education before coming to CNM, you will have varied writing experiences as compared with other students in class. Some students might have earned a GED, some might be returning to school after a decades-long break, and still other students might either be graduating high school, or be freshly graduated. If the latter is the case, you might enter college with a wealth of experience writing five-paragraph essays, book reports, and lab reports. Even the best students, however, need to make big adjustments to learn the conventions of academic writing. College-level writing obeys different rules, and learning them will help you hone your writing skills. Think of it as ascending another step up the writing ladder.

Infographic comparing various aspects of high school and college, adapted from “Chapter One” of Successful Writing, 2012, used according to Creative Commons 3.0 cc-by-nc-sa.

The quality of the work you do also changes. It is not enough to understand course material and summarize it on an exam. You will also be expected to seriously engage with new ideas by reflecting on them, analyzing them, critiquing them, making connections, drawing conclusions, or finding new ways of thinking about a given subject. Educationally, you are moving into deeper waters. A good introductory writing course will help you swim.

In college, academic expectations change from what you may have experienced in high school. The quantity of work you are expected to complete increases. When instructors expect you to read pages upon pages or study hours and hours for one particular course, managing your workload can be challenging. This chapter includes strategies for studying efficiently and managing your time

It can be difficult to feel excited about an intro writing course when you are eager to begin the coursework in your major (and if you are an English major, let your teacher know so you can talk about your future education plans). Regardless of your field of study, honing your writing skills—plus your reading and critical-thinking skills—will help you build a solid academic foundation.

As you begin this chapter, you may wonder why you need an introduction. After all, you have been writing and reading since elementary school. You completed numerous assessments of your reading and writing skills in high school and as part of your application process for college. You may write on the job, too. Why is a college writing course even necessary?

This textbook will cover ways to communicate effectively as you develop insight into your own style, writing process, grammatical choices, and rhetorical situations. With these skills, you should be able to improve your writing talent regardless of the discipline you enter after completing this course. Knowing your rhetorical situation, or the circumstances under which you communicate, and knowing which tone, style, and genre will most effectively persuade your audience, will help you regardless of whether you are enrolling in history, biology, theater, or music next semester–because when you get to college, you write in every discipline. To help launch our introduction this chapter includes a section from the open access textbook Successful Writing.

Throughout this text, the writers–all CNM English faculty, some of whom are still paying back student loans–are the we who compiled this textbook. We did so because we believe that a college education should be engaging, enlightening, informative, life-affirming, worldview-upturning and affordable. We believe it shouldn’t cost money to learn how to write, and that is why we are making this book available to you. This project also would not have happened without the support of CNM’s OER initiative and Liberal Arts administration.

In this textbook, we’ll cover the conventions of writing, and we’ll also cover some of the resources available to you as a CNM student. And since this book is free and available on the internet, you can keep it…forever!

This textbook is an Open Educational Resource (OER) text, which means it was created using free and available sources on the Internet, namely eight different open access books. Our compiled textbook will shift between free, outside writing resources and the plural first pronoun voice, or the we voice, signaling the English teachers who compiled and developed sections of the text.

CNM offers resources that can help you not only with your studies but also with managing your responsibilities as well

Composition II: English 1120 Analyze the rhetorical situation for purpose, main ideas, support, audience, and organizational strategies in a variety of genres. Employ writing processes such as planning, organizing, composing, and revising. Use a variety of research methods to gather appropriate, credible information. Evaluate sources, claims, and evidence for their relevance, credibility, and purpose. Quote, paraphrase, and summarize sources ethically, citing and documenting them appropriately. Integrate information from sources to effectively support claims and for other purposes ( to provide background information, evidence/examples, illustrate an alternative view, etc.). Use an appropriate voice ( including syntax and word choice).

The graphic below lists the outcomes for English 1110 and 1120, which will be introduced by your instructor and included in your syllabus. Course Outcomes: Composition I & II Composition I: English 1110 Analyze communication through reading and writing skills. Employ writing processes such as planning, organizing, composing, and revising. Express a primary purpose and organize supporting points logically. Use and document research evidence appropriate for college-level writing. Employ academic writing styles appropriate for different genres and audiences. Identify and correct grammatical and mechanical errors in their writing.

you may be just starting your studies at CNM, or you may have already taken this class but didn’t finish. The reality is every English 1110 and 1120 course at CNM contains a diverse range of students. If you are enrolled in English 1110 or 1120 at CNM, you are likely a resident of New Mexico (NM). You might have gone to an elementary or secondary school here. You might feel like a part of the unique culture here in NM. Wherever you started, we welcome you to CNM!

This textbook was designed for English 1110 and 1120, Composition I and Composition II, respectively. If you are enrolled in one of these courses, you may be nearing the end of your studies at Central New Mexico Community College (CNM)

As a 48-hour deadline for Iran approaches, President Trump warned the nation could be "taken out in one night.

Finally, applied research (e.g., Altarriba & Santiago-Rivera, 1994) hasrevealed that code switching is oftenused strategically in counseling settings, as clients choose to speak in asecond language when trying to distance themselves from emotionalevents. Because the first language isoften associated with a broaderrange of emotions than the secondlanguage, language switching becomes a defense mechanism

Bilinguals switch languageswhenever a word in a base languageis not currently accessible. A

n implication ofthis interpretation is that duringearly stages of bilingualism, whenbilinguals tend to rely more ontheir first language, their codeswitching would mostly involveintrusions from their first languageas they communicate in their second language. However, as the second language becomes the dominant language, their code switchingwould tend to consist of intrusionsfrom the second language as theycommunicate in their first language.

n other words, thesecond language becomes morereadily accessible than the first language, and the bilingual comes torely more on it. O

mmunicate in their firstlanguage. This would be becauseof their limited knowledge of theirsecond language. Although thismay be the case for beginning bilinguals, Spanish-English bilinguals in south Texas report moreEnglish interference when theycommunicate in Spanish, and littleor no interference from Spanishwhen they communicate in English. In other words, these bilinguals code-switch more when theycommunicate in Spanish thanwhen they use English

As a consequence,the first language is always accessed faster, and is always the primary language

hen the participants read the sentences aloud, they were slower toread the mixed-language passagesthan the monolingual ones (Kolers,1966)

A general finding in the bilingual literature is that sentencescontaining code-switched wordstake longer to read and comprehend than monolingual sentences.

One of the most frequent explanations of why bilinguals code-switchis that they do it to compensate forlack of language proficiency. The argument is that bilinguals codeswitch because they do not knoweither language completel

odeswitching, or language mixing, occurs when a word or a phrase inone language substitutes for aword or phrase in a second language (Li, 1996).

Bilingual speakers oftencode-switch from one language to another, especiallywhen both languages are usedin the environment.

LEVEL ADVANCEMENT

nguals assert that this alternation between their two languagesallows them to convey their message more precisely, more naturally, and more personally

Caroline Delbert. Some People Think 2+2=5, and They’re Right. Popular Mechanics, October 2023. URL: https://www.popularmechanics.com/science/math/a33547137/why-some-people-think-2-plus-2-equals-5/ (visited on 2023-11-24).

All data is a simplification of reality# We’ve talked about how we represent data on a computer, but let’s now step back and think about the nature of data itself.

Consider the k-span model

We have to decide whether [Japanese print makers] had a different pictographic culture or simply were retarded by technological slowness in achieving soliditie

Likewise, “installation” is not a movement but a means of presenting art.

We are entering a more stable, more happy period of artistic endeavor where the basic needs to which art has always been responsive may again be met,

The timeline pinpoints the historical inception of particular movements, while also naming key historic artists

What made Warhol’s Brillo boxes acceptable as art in 1964? What would Neo-classical painter Jacques-Louis David have thought of Warhol’s work? How would Leonardo da Vinci, Phidias, or a caveman react?

The world has to be ready for certain things, the artworld no less than the real one.

80.5619.44 75.00 25.0041.67JSTE1.46539.47 60.5382.4617.54 66.67 33.3326.32RISE2.24852.94 47.0611.7688.24 80.39 19.6119.61Abbreviations: CSSE,Cultural Studies for Science Education; IJSE,International Journal of Science Education; JRST,Journal ofResearch in Science Teaching; JSTE,Journal of Science Teacher Education; RISE,Research in Science Education.BANCROFTET AL.|1241 1098237x, 2022, 5, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/sce.21733 by Univ of Colorado Health Science Center, Wiley Online Library on [03/04/2023]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License

double‐blind peer‐review process. Each of these approaches to peer‐review and their advantages and disadvantages are presented later in the paper.

ANALYSIS

The research questions (RQs) guiding this paper are:1. How does the described peer‐review process compare across well‐established science education journals?2. What is the extent of the diversity of the editors and editorial boards across well‐established science educationjournals using peer review? To what extent are scholars who pursue equity‐focused research represented?3. How do the included journals support reviewers' ability to provide a fair review?

Homophily is a tendency of reviewers to positively review scholarship of authors who are in their same socialgroup

Cognitive particularism is a tendency of reviewers to more positively review scholarship like their own

Be wary of sources offering information for favors or money; do not pay foraccess to news. Identify content provided by outside sources, whether paidor not.