This document provides an introduction to the concept of register in academic writing. It defines register as how language use changes based on context, and identifies three components of register: field, tenor, and mode.
Field refers to the topic or content of communication. In academic contexts, field varies by discipline and involves learning specialized terminology. Tenor concerns relationships between communicators and how status and formality affect language. Mode relates to how communication is organized based on factors like time, distance, and whether it is spoken or written.
The document then provides examples to analyze in terms of field, tenor, and mode. It concludes that while academic language varies by discipline, there are also shared features that make up the academic
The document discusses the key components of speech events in sociolinguistics. It defines a speech event as a piece of linguistic interaction consisting of one or more utterances. The main constituents of a speech event are the addresser and addressee, the message form, channel, setting, topic, and code. All of these factors interrelate and influence one another in complex ways to shape particular speech events. By studying sociolinguistics and the factors that define speech events, people can learn to communicate appropriately in different social situations.
This document provides an overview of Module 1 of the California Teachers of English Learners (CTEL) program, which focuses on language and language development. It covers key topics like language structure and use, first and second language development, factors affecting language development, and analyzing oral and written discourse. The document lists learning objectives for each section and provides guidance for students to evaluate their existing knowledge and make predictions about upcoming content.
This document provides an overview of topics covered in Module 1 of the California Teachers of English Learners exam, including language structure and development. It discusses the subsystems of language such as phonology, morphology, syntax, semantics and pragmatics. It also addresses factors that affect an English learner's language development like sociopolitical influences and the relationship between first and second language acquisition. Strategies are presented to help teachers address English learners' needs based on these linguistic concepts.
This document provides an introduction to sociolinguistics. It begins by defining sociolinguistics as the study of the relationship between language and the social context in which it is used. It explains that sociolinguistics examines how people use language differently in various social settings and how language conveys social meaning. The document then discusses key topics in sociolinguistics, including language versus dialect, regional dialects, social dialects, and language variations based on style, register and social beliefs. It provides examples of how language usage varies based on social factors like region, socioeconomic class, gender, and education level.
The document discusses how language varies based on social context and relationships between speakers. It covers topics like speech accommodation theory, how speakers converge or diverge based on their audience, and the influence of social class and culture on language. The concept of communicative competence is also introduced, which includes grammatical, discourse, sociolinguistic, and strategic competence that allow people to communicate effectively in different situations.
English module for intermediate studentsAkbar Fauzan
This document is an English module submitted for a university course. It contains several units on developing English speaking skills. The module aims to help students speak English more effectively and confidently through activities involving vocabulary building, pronunciation, and engaging in various communication situations. It provides guidance on constructing presentations, agreeing and disagreeing in discussions, and developing oral proficiency.
Discourse is the use of language in context and how it is structured and patterned. It includes both spoken and written language use. Discourse analysis examines language use from a social and political perspective by looking at power relations expressed through language. Critical discourse analysis specifically investigates how language reinforces social power and inequality.
Language itself is complex with many features that express its characteristics. When speaking to native speakers, their language varies depending on their country, city, or level of education. These differences can be understood through studying language varieties, including dialects, creoles, pidgins, and the standard language. The concept of bilingualism is also explained. Analyzing differences through concept maps helps distinguish between dialects and accents to avoid misunderstandings due to different meanings of words. Standard languages like BBC English are clear and understandable to all English speakers. Studying language varieties is important for language pedagogy courses, especially when analyzing lexicon, as it covers registers, jargon, and appropriate expressions for communication.
The document discusses the key components of speech events in sociolinguistics. It defines a speech event as a piece of linguistic interaction consisting of one or more utterances. The main constituents of a speech event are the addresser and addressee, the message form, channel, setting, topic, and code. All of these factors interrelate and influence one another in complex ways to shape particular speech events. By studying sociolinguistics and the factors that define speech events, people can learn to communicate appropriately in different social situations.
This document provides an overview of Module 1 of the California Teachers of English Learners (CTEL) program, which focuses on language and language development. It covers key topics like language structure and use, first and second language development, factors affecting language development, and analyzing oral and written discourse. The document lists learning objectives for each section and provides guidance for students to evaluate their existing knowledge and make predictions about upcoming content.
This document provides an overview of topics covered in Module 1 of the California Teachers of English Learners exam, including language structure and development. It discusses the subsystems of language such as phonology, morphology, syntax, semantics and pragmatics. It also addresses factors that affect an English learner's language development like sociopolitical influences and the relationship between first and second language acquisition. Strategies are presented to help teachers address English learners' needs based on these linguistic concepts.
This document provides an introduction to sociolinguistics. It begins by defining sociolinguistics as the study of the relationship between language and the social context in which it is used. It explains that sociolinguistics examines how people use language differently in various social settings and how language conveys social meaning. The document then discusses key topics in sociolinguistics, including language versus dialect, regional dialects, social dialects, and language variations based on style, register and social beliefs. It provides examples of how language usage varies based on social factors like region, socioeconomic class, gender, and education level.
The document discusses how language varies based on social context and relationships between speakers. It covers topics like speech accommodation theory, how speakers converge or diverge based on their audience, and the influence of social class and culture on language. The concept of communicative competence is also introduced, which includes grammatical, discourse, sociolinguistic, and strategic competence that allow people to communicate effectively in different situations.
English module for intermediate studentsAkbar Fauzan
This document is an English module submitted for a university course. It contains several units on developing English speaking skills. The module aims to help students speak English more effectively and confidently through activities involving vocabulary building, pronunciation, and engaging in various communication situations. It provides guidance on constructing presentations, agreeing and disagreeing in discussions, and developing oral proficiency.
Discourse is the use of language in context and how it is structured and patterned. It includes both spoken and written language use. Discourse analysis examines language use from a social and political perspective by looking at power relations expressed through language. Critical discourse analysis specifically investigates how language reinforces social power and inequality.
Language itself is complex with many features that express its characteristics. When speaking to native speakers, their language varies depending on their country, city, or level of education. These differences can be understood through studying language varieties, including dialects, creoles, pidgins, and the standard language. The concept of bilingualism is also explained. Analyzing differences through concept maps helps distinguish between dialects and accents to avoid misunderstandings due to different meanings of words. Standard languages like BBC English are clear and understandable to all English speakers. Studying language varieties is important for language pedagogy courses, especially when analyzing lexicon, as it covers registers, jargon, and appropriate expressions for communication.
The document discusses the importance of developing students' communicative competence in English. It defines communicative competence as including linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency. Teachers are encouraged to use communicative activities like information-gap activities, role plays, and language games to provide opportunities for students to practice meaningful communication. Clear goals and providing feedback on errors are also recommended to help students improve their speaking abilities over time. The overall aim is for students to gain confidence in saying "Yes" when asked if they can speak English.
Linguistics is the scientific study of language and how humans acquire, use, and understand it. Linguists investigate topics like language structure, sound systems, grammar rules, how language varies between groups and regions, and how people unconsciously learn the rules of their native language from a young age. As a linguistics major, students study subfields like phonetics, phonology, morphology, syntax, semantics, and how language changes over time or is used in social contexts. This allows them to gain skills in analytical reasoning and problem solving that can be applied in careers like teaching, speech therapy, publishing, translating, language documentation, computer programming, and more. Many linguistics majors also pursue graduate degrees in fields like lingu
This document outlines the six main stages in the development of ideas about language that have influenced English for Specific Purposes (ESP). It discusses: 1) Classical/traditional grammar, 2) Structural linguistics, 3) Transformational Generative (TG) grammar, 4) Language variation and register analysis, 5) Functional/Notional grammar, and 6) Discourse analysis. For each stage, it provides background information on the theories and how they related to and influenced the development of ESP.
This document provides an introduction to a coursebook on translation principles for students in Vietnam. It discusses the need for translation textbooks in Vietnamese universities and the goals of this particular unit, which are to introduce basic translation principles, help students avoid errors, provide useful English sentence patterns, and include translation exercises. The unit is designed to be used for self-study or in a classroom. It aims to keep technical terms to a minimum and provide Vietnamese meanings for any specialized vocabulary. The coursebook includes lessons on translation theory and 20 translation assignments. Upon completing the course, students will gain a general knowledge of translation principles and become familiar with applying English sentence patterns in their own translations.
This document provides an overview of sociolinguistics and key concepts in the field. It discusses how sociolinguistics goes beyond linguistic structure to understand the relationship between language and social structure. Some key points made include:
- Sociolinguistics aims to better understand how linguistic structure and language function in communication by studying language in relation to society.
- Factors like region can lead to variation in vocabulary between dialects of the same language.
- The boundaries between languages and dialects are not clear-cut, and concepts like size and mutual intelligibility are relative rather than absolute criteria.
- A standard language undergoes a process of selection, codification, elaboration and acceptance to become a national language.
Alternative Assessment Directed Creative Writing For Intermediate Level Stud...Allison Koehn
This document discusses an alternative assessment technique of directed creative writing for intermediate Spanish language students. The technique aims to address difficulties students have engaging in writing in a foreign language. It involves developing discussion skills to facilitate the transition from speaking to writing. The technique consists of exercises to review grammar, peer and group revision, and coding of discourse structure and errors. Students are told they will write a short story together. Basic story elements are explained and students brainstorm ideas. Their resulting compositions have fewer errors and students respond positively to the exercise.
This document provides an English scope and sequence from Foundation to Year 10 that outlines the focus of different language strands and sub-strands to be covered each year. It describes the progression of language learning across seven sub-strands: language variation and change; language for interaction; evaluative language; text structure and organization; text cohesion; punctuation; and concepts of print and screen. The scope and sequence provides details on how understandings and skills in these areas develop and become more sophisticated from the early years of schooling through to the secondary years.
Applied linguistics uses knowledge about language, how it is learned and used, to solve problems in the real world. It aims to increase understanding of language's role in human affairs to make informed language-related decisions. Applied linguistics developed from 18th century linguistic description and prescription of English grammar. It has moved from viewing language as discrete elements to more integrated perspectives, reflecting how skills are used together in communication. Tests are best suited to particular learners and purposes rather than a one-size-fits-all approach.
This document discusses key concepts in sociolinguistics. It defines sociolinguistics as the study of how social factors influence language use and how language impacts society. Some fundamental concepts discussed include speech communities, prestige varieties of language, social networks, internal vs. external language, and how language differs based on social class and aspiration. It also covers concepts like covert prestige, sociolinguistic variables, and deviation from standard language varieties.
This document discusses oral language development in second language acquisition. It addresses the relationships between listening, reading, speaking and writing and how integrating these skills can benefit students. The document also examines characteristics of different proficiency levels in English and strategies to develop oral language skills. It emphasizes the importance of oral language development and providing opportunities for meaningful use of language through tasks, discussions and integrating oral and written communication.
This document discusses vocabulary teaching and learning in the foreign language classroom. It defines key lexical and semantic concepts like lexicon, semantic field, and lexical field. It also categorizes different types of word relationships such as synonyms, antonyms, and polysemy. Additionally, it provides examples of necessary vocabulary for socializing, asking questions, and expressing attitudes. Finally, it outlines didactic guidelines and methodology for effectively introducing, practicing, and producing new vocabulary in the classroom.
Language Used in Academic Texts Across Disciplines.pptxRoseAnnBasteBalios
Academic language varies across disciplines. In business, language may be more formal while conversational English allows for slang and contractions. Each discipline has its own specialized vocabulary and writing conventions. Proper understanding requires knowledge of these discipline-specific differences in language use and text organization.
Twins Are Sometimes Observed To Make Up Their Own LanguagesSheila Guy
This summary discusses George Orwell's view on the relationship between thought and language as expressed in his essay "Politics and the English Language".
1. Orwell believed that thought and language influence each other - corrupt or unclear thought can corrupt language, and corrupt or unclear language can corrupt thought.
2. He saw issues emerging in modern English language use, such as dead metaphors, pretentious diction, and meaningless words. Orwell argued these things negatively impacted political language and discourse.
3. For Orwell, clear and honest political thought needed to be expressed through straightforward language using clear meanings and without nonsense phrases. He felt improving writing standards could help clarity in political life.
1. Speech and writing have key differences in how meaning is communicated. Speech relies on voice, rhythm, stress and body language while writing relies on words on a page.
2. Speech is often spontaneous while writing is usually planned and can be edited. Writing is also more permanent whereas speech can be changed as it is produced.
3. A written text can communicate across space and time while speech is for immediate interactions.
Discourse analysis focuses on language use beyond words and sentences. It looks at patterns of language across texts and the relationship between language and its social/cultural context. Discourse analysis considers how language presents different views of the world and identities, and how language use is influenced by relationships between participants and affects social identities. It examines both spoken and written texts.
Discourse analysis is the study of language in use and how context affects meaning. It examines both spoken and written language. For spoken language, models analyze elements like turn-taking and topic management in conversations. Written language relies more on cohesion between sentences to create coherence for the reader. Discourse analysis interprets language forms based on linguistic and situational factors, as the same form can express different functions depending on context.
The document provides instructions for submitting a paper writing request to the website HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attach a sample work.
3. Writers will bid on the request and the customer will choose a writer based on qualifications.
4. The customer will receive the paper and authorize payment if satisfied or request revisions.
5. HelpWriting.net guarantees original, high-quality content and full refunds for plagiarism.
13 Original Colonies Essay. Online assignment writing service.Darian Pruitt
The document provides instructions for using a writing assistance website to have papers written. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a form with assignment details and attach samples. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the work. The purpose is to outline the process for having assignments written by third parties on the site.
The document provides instructions for requesting writing help from the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with the option of a full refund for plagiarized work.
The document discusses the importance of developing students' communicative competence in English. It defines communicative competence as including linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency. Teachers are encouraged to use communicative activities like information-gap activities, role plays, and language games to provide opportunities for students to practice meaningful communication. Clear goals and providing feedback on errors are also recommended to help students improve their speaking abilities over time. The overall aim is for students to gain confidence in saying "Yes" when asked if they can speak English.
Linguistics is the scientific study of language and how humans acquire, use, and understand it. Linguists investigate topics like language structure, sound systems, grammar rules, how language varies between groups and regions, and how people unconsciously learn the rules of their native language from a young age. As a linguistics major, students study subfields like phonetics, phonology, morphology, syntax, semantics, and how language changes over time or is used in social contexts. This allows them to gain skills in analytical reasoning and problem solving that can be applied in careers like teaching, speech therapy, publishing, translating, language documentation, computer programming, and more. Many linguistics majors also pursue graduate degrees in fields like lingu
This document outlines the six main stages in the development of ideas about language that have influenced English for Specific Purposes (ESP). It discusses: 1) Classical/traditional grammar, 2) Structural linguistics, 3) Transformational Generative (TG) grammar, 4) Language variation and register analysis, 5) Functional/Notional grammar, and 6) Discourse analysis. For each stage, it provides background information on the theories and how they related to and influenced the development of ESP.
This document provides an introduction to a coursebook on translation principles for students in Vietnam. It discusses the need for translation textbooks in Vietnamese universities and the goals of this particular unit, which are to introduce basic translation principles, help students avoid errors, provide useful English sentence patterns, and include translation exercises. The unit is designed to be used for self-study or in a classroom. It aims to keep technical terms to a minimum and provide Vietnamese meanings for any specialized vocabulary. The coursebook includes lessons on translation theory and 20 translation assignments. Upon completing the course, students will gain a general knowledge of translation principles and become familiar with applying English sentence patterns in their own translations.
This document provides an overview of sociolinguistics and key concepts in the field. It discusses how sociolinguistics goes beyond linguistic structure to understand the relationship between language and social structure. Some key points made include:
- Sociolinguistics aims to better understand how linguistic structure and language function in communication by studying language in relation to society.
- Factors like region can lead to variation in vocabulary between dialects of the same language.
- The boundaries between languages and dialects are not clear-cut, and concepts like size and mutual intelligibility are relative rather than absolute criteria.
- A standard language undergoes a process of selection, codification, elaboration and acceptance to become a national language.
Alternative Assessment Directed Creative Writing For Intermediate Level Stud...Allison Koehn
This document discusses an alternative assessment technique of directed creative writing for intermediate Spanish language students. The technique aims to address difficulties students have engaging in writing in a foreign language. It involves developing discussion skills to facilitate the transition from speaking to writing. The technique consists of exercises to review grammar, peer and group revision, and coding of discourse structure and errors. Students are told they will write a short story together. Basic story elements are explained and students brainstorm ideas. Their resulting compositions have fewer errors and students respond positively to the exercise.
This document provides an English scope and sequence from Foundation to Year 10 that outlines the focus of different language strands and sub-strands to be covered each year. It describes the progression of language learning across seven sub-strands: language variation and change; language for interaction; evaluative language; text structure and organization; text cohesion; punctuation; and concepts of print and screen. The scope and sequence provides details on how understandings and skills in these areas develop and become more sophisticated from the early years of schooling through to the secondary years.
Applied linguistics uses knowledge about language, how it is learned and used, to solve problems in the real world. It aims to increase understanding of language's role in human affairs to make informed language-related decisions. Applied linguistics developed from 18th century linguistic description and prescription of English grammar. It has moved from viewing language as discrete elements to more integrated perspectives, reflecting how skills are used together in communication. Tests are best suited to particular learners and purposes rather than a one-size-fits-all approach.
This document discusses key concepts in sociolinguistics. It defines sociolinguistics as the study of how social factors influence language use and how language impacts society. Some fundamental concepts discussed include speech communities, prestige varieties of language, social networks, internal vs. external language, and how language differs based on social class and aspiration. It also covers concepts like covert prestige, sociolinguistic variables, and deviation from standard language varieties.
This document discusses oral language development in second language acquisition. It addresses the relationships between listening, reading, speaking and writing and how integrating these skills can benefit students. The document also examines characteristics of different proficiency levels in English and strategies to develop oral language skills. It emphasizes the importance of oral language development and providing opportunities for meaningful use of language through tasks, discussions and integrating oral and written communication.
This document discusses vocabulary teaching and learning in the foreign language classroom. It defines key lexical and semantic concepts like lexicon, semantic field, and lexical field. It also categorizes different types of word relationships such as synonyms, antonyms, and polysemy. Additionally, it provides examples of necessary vocabulary for socializing, asking questions, and expressing attitudes. Finally, it outlines didactic guidelines and methodology for effectively introducing, practicing, and producing new vocabulary in the classroom.
Language Used in Academic Texts Across Disciplines.pptxRoseAnnBasteBalios
Academic language varies across disciplines. In business, language may be more formal while conversational English allows for slang and contractions. Each discipline has its own specialized vocabulary and writing conventions. Proper understanding requires knowledge of these discipline-specific differences in language use and text organization.
Twins Are Sometimes Observed To Make Up Their Own LanguagesSheila Guy
This summary discusses George Orwell's view on the relationship between thought and language as expressed in his essay "Politics and the English Language".
1. Orwell believed that thought and language influence each other - corrupt or unclear thought can corrupt language, and corrupt or unclear language can corrupt thought.
2. He saw issues emerging in modern English language use, such as dead metaphors, pretentious diction, and meaningless words. Orwell argued these things negatively impacted political language and discourse.
3. For Orwell, clear and honest political thought needed to be expressed through straightforward language using clear meanings and without nonsense phrases. He felt improving writing standards could help clarity in political life.
1. Speech and writing have key differences in how meaning is communicated. Speech relies on voice, rhythm, stress and body language while writing relies on words on a page.
2. Speech is often spontaneous while writing is usually planned and can be edited. Writing is also more permanent whereas speech can be changed as it is produced.
3. A written text can communicate across space and time while speech is for immediate interactions.
Discourse analysis focuses on language use beyond words and sentences. It looks at patterns of language across texts and the relationship between language and its social/cultural context. Discourse analysis considers how language presents different views of the world and identities, and how language use is influenced by relationships between participants and affects social identities. It examines both spoken and written texts.
Discourse analysis is the study of language in use and how context affects meaning. It examines both spoken and written language. For spoken language, models analyze elements like turn-taking and topic management in conversations. Written language relies more on cohesion between sentences to create coherence for the reader. Discourse analysis interprets language forms based on linguistic and situational factors, as the same form can express different functions depending on context.
Similar to ASSH101 Subject Workbook Chapter 2 (19)
The document provides instructions for submitting a paper writing request to the website HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attach a sample work.
3. Writers will bid on the request and the customer will choose a writer based on qualifications.
4. The customer will receive the paper and authorize payment if satisfied or request revisions.
5. HelpWriting.net guarantees original, high-quality content and full refunds for plagiarism.
13 Original Colonies Essay. Online assignment writing service.Darian Pruitt
The document provides instructions for using a writing assistance website to have papers written. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a form with assignment details and attach samples. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the work. The purpose is to outline the process for having assignments written by third parties on the site.
The document provides instructions for requesting writing help from the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with the option of a full refund for plagiarized work.
4 Year Old Observation Essays. Online assignment writing service.Darian Pruitt
John Stuart Mill was a British philosopher born in 1806 in London. He was educated from a very young age by his father James Mill, a noted philosopher and economist who introduced him to the school of thought known as Utilitarianism. John Stuart studied languages, mathematics, science, and history extensively as a child, often tutoring his younger siblings as well. He was heavily influenced by his father's philosophies of scientific foundation for philosophy and humanist approach to politics and economics.
10 Lines Essay On Mahatma Gandhi In EnglishDarian Pruitt
This document provides instructions for requesting an assignment writing service from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if pleased. 5) Request revisions until fully satisfied, with a refund option for plagiarized content.
The document provides instructions for how to request and receive writing assistance from the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Receive the paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with the option of a full refund for plagiarized work.
This document outlines the steps to request writing assistance from HelpWriting.net. It explains that users must first create an account with a password and email. They can then submit a 'Write My Paper For Me' request by filling out a form with instructions, sources, and deadline. Writers will bid on the request, and the user can choose a writer based on qualifications. The writer will complete the paper and the user can request revisions until satisfied. HelpWriting.net promises original, high-quality work and refunds for plagiarized content.
500-700 Word Essay Example. Online assignment writing service.Darian Pruitt
The document discusses using the heat shock method to perform genetic transformation, which involves implanting a segment of DNA from one organism (a jellyfish) into another organism (E. coli bacteria) to make the recipient organism express the donor's genes. Specifically, it describes an experiment where heat shock was used to genetically transform a piece of DNA from a jellyfish into a sample of E. coli bacteria in order to observe the effects on the bacteria. The goal was to integrate the foreign jellyfish DNA into the E. coli genome and have the bacteria display characteristics specified by the new genetic material.
1. Social learning theory posits that violence is learned through observation and reinforcement. By witnessing violence, people learn aggressive behaviors which may be repeated, especially if rewarded.
2. Impulsivity and poor self-control have been linked to violence according to traits theories. Those with difficulties regulating emotions and impulses may act violently when angry or frustrated.
3. Attachment theory suggests that children who experience neglect, abuse or inconsistent caregiving are more likely to develop mental representations of relationships as distrustful and aggressive. This can influence the use of violence in future relationships.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with the option of a full refund for plagiarized work.
The document provides instructions for requesting a paper writing service from HelpWriting.net. It outlines a 5-step process: 1) Create an account with valid email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Receive the paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized content. The service aims to meet all student needs for original, high-quality assignments.
400 Words Essay On Security Threats In IndiaDarian Pruitt
This document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Receive the paper and approve for payment or request revisions. 5) Request multiple revisions to ensure satisfaction, with a refund option for plagiarized content.
23 March 1940 Essay In English. Online assignment writing service.Darian Pruitt
The document discusses beech forest ecosystems. It describes their main characteristics and distribution pre-human and currently. Beech forests support diverse vegetation structures and native fauna. Environmental factors like altitude, latitude, rainfall and soil drainage affect beech forest composition. Human activity also impacts ecological processes and species composition within beech forests. Specific examples of New Zealand beech species and their typical environments are provided.
The document outlines a 5 step process for getting writing assistance from HelpWriting.net, including registering for an account, submitting a request form with instructions and deadline, reviewing writer bids and qualifications to select a writer, receiving the completed paper, and having the option to request revisions until satisfied. The service aims to match clients with qualified writers and ensure high quality, original content through a bidding system and refund policy for plagiarized work.
60 All Free Essays. Online assignment writing service.Darian Pruitt
The document provides instructions for using a writing assistance service, outlining a 5-step process: 1) Create an account; 2) Submit a request with instructions and deadline; 3) Review bids from writers and select one; 4) Review the completed paper and authorize payment; 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
25 Word Essay. Online assignment writing service.Darian Pruitt
The document discusses comparing American zoos and aquariums. It notes that over 140 million people in North America visit zoos annually, more than various sports combined. However, some believe zoos and aquariums are unethical. It provides background on the issues, noting zoos aim to educate the public and conserve species, while critics argue animals are not suited to captivity and their needs cannot be met. The document examines both perspectives on the ethics of zoos and aquariums.
How To Write Paper Presentation. Online assignment writing service.Darian Pruitt
The document provides instructions for creating a paper writing request on the HelpWriting.net site in 5 steps: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized content.
History Essay - Writing Portfolio. Online assignment writing service.Darian Pruitt
This document provides instructions for submitting an assignment request and receiving writing assistance from the HelpWriting.net website. It outlines a 5-step process: 1) Create an account; 2) Complete a request form with instructions and deadline; 3) Review bids from writers and select one; 4) Review the completed paper and authorize payment; 5) Request revisions to ensure satisfaction. It emphasizes that original, high-quality content will be provided and work can be revised until the customer is fully satisfied.
How Long Should A Introduction Paragraph Be.Darian Pruitt
The passage discusses how the Great Depression and harsh weather conditions during the 1930s caused extreme hardship for many Americans, especially migrant farmers. The Great Depression led to bankruptcies and destitution as farmers struggled to survive. Photographer Dorothea Lange documented the struggles of migrant farmers through her photos from this era.
Research Paper Writing Service. Online assignment writing service.Darian Pruitt
The document discusses research paper writing services provided by HelpWriting.net. It outlines a 5-step process: 1) Create an account; 2) Complete an order form with instructions and deadline; 3) Writers bid on the request and one is chosen; 4) The paper is written and revisions can be requested; 5) High-quality, original content is guaranteed or a full refund is offered. The service aims to fully meet customer needs through this process.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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1. 13
Section 1 Week 2
Introduction to register and language in the
academic domain
Last week we looked at what it means to be an apprentice in a discipline at university and how
ASSH 101 might help you achieve your aims to write successfully in whichever disciplines you
are studying. We also introduced the concept of genre, and how the social purpose predicts the
genre. We then touched on how the language features of a text can help identify the stages that
a genre goes through to achieve its purpose.
This week we introduce another tool for thinking about knowledge, language and texts, which is
called register, which we will refer to a lot in ASSH 101 because it is helpful for understanding
and describing the language we use at university (or anywhere really!).
What is register?
Register refers to the way language use changes in different contexts. The concept of register
enables us to see how the way we speak to our friends differs from the way we speak to our
mother/father, grandparent, sibling, workmate, lecturer, partner, boss etc. Further, it allows us to
see really clearly how writing at university differs from most other types of language we use in
language we use in our everyday life. We mostly need to be taught it. We mostly need to
practice it in order to master it, but before we can do this, we need to understand what makes it
like it is.
Because there are many aspects to language, register has 3 different components. These are
called Field, Tenor and Mode
Field
Field refers to the topic or content of any instance of language or communication, be it a
conversation, an image or a written text. It also refers to the activities going on in language and
how we represent our experiences in and of the world. This is because all language is made up
of things and activities that happen in places and at times and for reasons and so on. Further,
2. 14
the way we represent these things and events differs from context to context. If you think about
how you use language in an everyday context, you probably talk about people, places and
things in very concrete and everyday terms (like what you did on the weekend where you
went, who you saw etc), whereas when you write for university, you typically write in ways that
are much more abstract and technical and removed from everyday experience. We can thus
think of field as a continuum from the spoken kind of language that occurs in the everyday world
to the very written kind of language that is technical and abstract. For example, when thinking
about Christmas shopping, we could say shopping for Christmas presents, which is down the
more concrete and everyday end of the continuum. Moving up the continuum we could talk
about retail purchases/sales over Christmas and then up the more technical and abstract end
we could say Christmas commerce.
In the academic context, Field varies according to specific subject areas. For example, what we
talk or write about in philosophy is often quite different from what we talk or write about in history
or English or creative arts etc. But it is not JUST topic. As the apprenticeship article briefly
touches on, each discipline has its own way of approaching things, especially when the topic
covers the same territory. Each discipline also has its own sets of highly specialised or
technical terms and phrases which students in the discipline have to learn. We can thus think
about disciplines as specialised fields of knowledge. And as you would know from the
apprenticeship article, part of studying history or philosophy or international studies etc involves
learning to talk and write like a historian or philosopher or international studies person etc., i.e.
a large part of learning at university involves learning the Field.
Tenor
Tenor refers to the way who we are communicating with affects our language choices. That is to
say, relationships between communicators matter because they affect the language choices we
make. If we have equal status with and are cl
shopping for
Christmas
presents
retail
purchases/
sales over
Christmas
Christmas
commerce
3. 15
as a friend, we tend to be more informal, personal and subjective with our opinions. We might
swear or use slang or even code words. In contrast to this, if there is unequal status, such as
when a student is communicating with a lecturer, we tend to be more formal and less personal.
Status, power and social distance are all dimensions of Tenor, and they change the way we use
language.
In the written academic context, language tends to be more formal, impersonal and objective
because the relationships are more socially distant, formal and hierarchical and if you are
expressing opinions in your writing, these need to be done in the appropriately formal and
detached Tenor, reflecting your status and position as an apprentice/novice/student, though this
also differs from discipline to discipline. Tenor can thus also be viewed along a continuum with
informal and personal down one end, while formal and impersonal are up the other end. And, of
course, there are shades of grey in between.
Mode
Mode refers to the way any instance of language or communication is organised to achieve its
purpose. Time, distance and the channel or mode of communication affect the way any
instance of language is organised. For example, communication that happens face-to-face and
in the here-and-now is organised quite differently from communication that happens at a
distance, like in a book; books are written at a certain time but need to be able to be read at any
iment
in an assignment. The point is that spoken language is really different from written language in
report or a book) or whether the activity occurring is accompanied by language (ie when we are
talking about the experiment while doing it). We can also think about mode as a continuum with
the most spoken-like language down one end and the most written-like language up the other:
4. 16
When we are writing in the academic context, there is distance in time and space between the
writer and reader, so the mode tends to be systematically organised. Writing needs to unfold
and progress in a particular way so that the reader can follow it. In spoken language we can be
much less organised with our language. And, of course, there are shades of grey in between
think about texting or giving a speech, which lie somewhere in between spoken and written
language.
Have a look at the two instances of language in examples a) and b) below and discuss with one
or more of your classmates what you can say about these in terms of their register make a
comment on all the three variables of Field, Tenor and Mode. Fill in the worksheet as you go.
Example a)
Yeah, I hate cockroaches: they come in whenever they bloody well feel like it and crawl all over
everything. And when you tread on them, they crunch. Yuck!
Example b)
The pest status of the cockroach is derived mainly from the aesthetic abhorrence of a
loathsome intruder.
Worksheet 2.1
Field (Think about: what is this little text excerpt about? Is it more everyday and concrete
or more technical and abstract? Which words tell you that?)
Text sample A
Field:
What in the language tells you this:
Text sample B
Field:
What in the language tells you this:
5. 17
Tenor (Think about: what is the status of the interlocutors (communicators) regarding
social distance, form/informal, equal/unequal etc? Which words show you this?)
Text sample A
Tenor:
What in the language tells you this:
Text sample B
Tenor:
What in the language tells you this:
Mode (Think about: What is the channel of communication? How spoken/written is it and
which parts of the language tell you that?)
Text sample A
Mode:
What in the language tells you this:
Text sample B
Mode:
What in the language tells you this:
Register in the academic domain
While there are many disciplinary differences in the way language is used at university, there
are also some shared language features and together these make up what we call the
academic register. In this section we are going to look at aspects of academic English which
are common to most genres that are valued at university and to most discipline areas. To do
the section of the apprenticeship article called
So how do you become and apprentice? While the apprenticeship article is a media piece, it
it has language features
6. 18
f ASSH
101, at this point we are using these texts to demonstrate some general features of academic
English that you need to master for your writing at university.
Read both texts (2.3 & 2.4) and then fill in worksheet 2.2 below.
Sample text 2.3 Less academic version of the apprenticeship article section
So how do you get to become an apprentice?
becoming an apprentice means learning to really get to know about
studying and also all the kinds of ways that you communicate in the disciplines. We are thinking
mostly about Arts and Humanities disciplines, as we are involved in a project that looks at
exactly how the language and writing makes patterns in the disciplines of Cultural Studies,
English, History, Indigenous Studies, International Studies, Linguistics, Philosophy, Politics,
Science and Technology Studies, and Sociology.
University students need to understand why they need to communicate differently in these
disciplines (such as in reports and essays). This could be because they need to argue a case or
explain why or how an event or phenomenon happened, or to report on something. Students
also need to learn about the features of different kinds of writing, such as what types of
evidence they can use to support a point, whether they can talk about personal experience, and
how they should structure and organise their texts.
Disciplines have different ideas about whether students can include their own personal
perspective and experience when writing an essay or assignment. In History, for example, the
writers to include their own perspective and personal opinions about different philosophical
arguments.
Disciplines have different ideas about what kinds of evidence students can use to support the
arguments they make in essays and assignments. In English literature, students can use quotes
from poetry, literature and plays, to support their interpretations, but in Politics, students can use
statistics as well as economic models and theories to support their arguments.
We think that the way different disciplines communicate should be made explicit and obvious for
both lecturers and students. As part of being an apprentice in a discipline, we should teach
students explicitly about what those disciplines value. We think it is really important that a
successful apprenticeship into any discipline involves students becoming aware of and
mastering the ways of communicating in that discipline. And we believe that can lead to great
marks and a future career using those skills in the real world as a professional in any field.
7. 19
Sample text 2.4 More academic version of the apprenticeship article section
Ways of becoming an apprentice
Apprenticeship refers to building proficiency in disciplinary knowledge practices and discipline-
specific ways of communicating. The focus is on Arts and Humanities disciplines, given a
research context which examines the exact nature of discourse patterns in the disciplines of
Cultural Studies, English, History, Indigenous Studies, International Studies, Linguistics,
Philosophy, Politics, Science and Technology Studies, and Sociology.
University students are required to demonstrate understanding of the purposes or genres of
different kinds of communication in these disciplines (such as reports and essays). These
purposes include arguing a case, or explaining the reasons or causes of a phenomenon, or
reporting on an issue. Students also need to master the features of written genres, such as
types of evidence and how these support argumentation, degrees to which personal experience
can be conveyed and the structure and organisation of texts.
One prime difference in the way different disciplines communicate involves the role of the writer
and whether they can include their own personal perspective and experience when writing an
essay or assignment. In History, for example, the student writer needs to take an objective
different view. Here the writer is encouraged to include their own perspective and personal
opinions on different philosophical arguments.
Another difference involves the sorts of evidence that can be used to support the arguments
made in essays and assignments in different disciplines. In English literature, evidence can take
the form of quotes from poetry, literature and plays, to support interpretations made by the
writer. In contrast, Politics uses statistics as well as economic models and theories to support
their arguments.
We argue that discourse practices within disciplines should be explicit and evident for both
lecturers and students. As part of their apprenticeship into disciplines, students should be taught
explicitly about what is valued in those disciplines. Importantly, a successful apprenticeship into
any discipline involves students becoming aware of and mastering the ways of communicating
in that discipline. And that can lead to great marks and a future career using those skills in the
real world as a professional in any field.
8. 20
Worksheet 2.2
Sample Text 2.3 Sample Text 2.4
What is the purpose of the
text?
Does the text use abstract,
specialised and technical
terms or everyday, concrete,
colloquial terms? (Give
examples)
Does the text appear to be
personal and subjective or
does it appear to be objective
and impersonal?
(Give examples)
Is the text orderly and well-
organised or disorderly and
not well-organised?
(Give examples)
Do you think the text would
be highly valued in an
academic context? Why?
Why not?
Was one easier to
understand than the other? If
so, what about the text made
that so?
with Field.
Field in the academic domain - technical and abstract language
In general, every discipline area has a set of technical terms. In Arts and humanities, these
terms can also be quite abstract as they frequently refer to ideas rather than actual concrete
9. 21
things. As we become more and more specialised within disciplines, we need to use more of
this vocabulary, because getting familiar with and being able to use it is part of the
apprenticeship into the disciplines. This can only be achieved by familiarising yourself with the
required to demonstrate your understanding of these terms within your writing. This means that
you must also be able to define them, unpack them and possibly rename them with more
familiar ones where necessary.
Worksheet 2.3 gives you an opportunity to reflect on the different word choices in the two
versions of the apprenticeship article and build your field-specific vocabulary, which, in this
case, is from the fields of linguistics and tertiary academic literacy.
Worksheet 2.3
Common sense and concrete expressions in
Text 2.3
Technical and abstract terms and expressions
in Text 2.4
Para-
graph 1
becoming an apprentice
means
learning to really get to know about the
all the kinds of ways that you communicate in
the disciplines
a project
Para-
graph 2
need to understand why they need to
communicate differently
how they should structure and organise their
texts
Para-
graph 5
the way different disciplines communicate
What do you notice has
class?)
10. 22
Grammar lesson the difference between nouns, noun groups and
nominalisation
After listening to the lecture, write down what you understand to be the definition of the following
and give an example of each:
Definition Examples
Noun
Noun group
Nominalisation
Write down a noun group with a nominalisation in it
Now complete worksheet 2.4, by listing the noun groups (which, remember, can have one or
more nouns in them) in from the first sentence in texts 2.3 and 2.4, which are reproduced for
you here:
First sentence of text 2.3:
that
studying and also all the kinds of ways that you communicate in the disciplines.
First sentence of text 2.4:
Apprenticeship refers to building proficiency in disciplinary knowledge practices and discipline-
specific ways of communicating.
Worksheet 2.4
Noun groups in the first sentence of text 3.3 Noun groups in the first sentence of text 3.4
11. 23
found in the two texts?.....................................
........................................................................................................................................................
........................................................................................................................................................
Tenor in the academic domain formal, impersonal and objective ways of
expressing opinion
owards the topic, though they do it in rather
different ways. Text 2.3 has a much more subjective and personal Tenor whereas text 2.4 is
much more impersonal and objective. The personal and subjective Tenor in text 2.3 comes from
the use of:
First and second person pronouns, e.g. we, you
informal lexis, e.g.
personal expressions of opinion, e.g.
Informal and spoken style conjunctions, e.g. but
even
though the specifically personal and subjective words are highlighted, you may have to write a
whole phrase or clause to capture how they change register:
Worksheet 2.5
informal, personal and subjective language in
text 2.3
more formal, impersonal and objective
equivalents in text 2.4
Para-
graph 1
When you
you might not know what it is,
we reckon
12. 24
We are thinking mostly about
Para-
graph 3
for student writers to include their own
Para-
graph 4
but
Para-
graph 5
We think that the way different disciplines
We think
And we believe
What do you notice has changed?..................................................................................................
........................................................................................................................................................
........................................................................................................................................................
The academic register mostly requires that we adopt a more impersonal and objective tone in
our writing, though this of course will differ from discipline to discipline. Make sure you check
with your subject lecturers and tutors about whether you can use the first-person pronoun in
your writing when you need to express your opinion. However, to achieve a more objective and
formal Tenor in our academic writing, we typically avoid using:
Words that have a strong emotional value e.g. hate, awesome etc
Direct questions to the reader e.g. Why is this so?
Contractions e.g. etc
We also need to find more formal and less subjective ways of expressing our opinion, as text
2.4 does, compared to text 2.3.
Worksheet 2.6 gives you some practice changing the more personal, subjective and informal
instances of language into more impersonal, objective and formal instances.
13. 25
Worksheet 2.6
Rewrite the sentences in two or three different ways to make them more impersonal, objective
and formal
We believe that governments are not doing enough about climate change
earn all sorts
Complete the next worksheet for homework
Worksheet 2.7
As a final activity for practising identifying informal instances of Tenor relations, go to the
apprenticeship article online and find examples of:
Examples in the original apprenticeship article
Expressions with
personal pronouns
and personal opinions
1.
2.
3.
4.
Sentences beginning
with the additive
1.
2.
14. 26
3.
Direct questions to
the reader
1.
2.
Mode in the academic domain systematically organised texts
Written academic texts are down the very written end of the mode continuum. This means they
should be really well-organised because the meaning has to flow logically from one sentence to
the next. This also means the ideas have to be introduced and developed in ways that the
most academic texts, the introduction section needs to set the whole text up by not only giving
some background information on the topic but also by previewing the points to come. Then each
paragraph or section should unfold those points logically, beginning with a topic sentence and
having well-organised supporting sentences that elaborate what was in the topic sentence. As
both texts 2.3 and 2.4 are from the written end of the mode continuum, we will use the first three
paragraphs of the apprenticeship article again to examine this textual organisation:
Sample text 2.5 the first three paragraphs of the apprenticeship article
Background
Text Preview
Study at university is all about learning new knowledge and skills,
but what about the idea of apprenticeship? We are not referring to a
trade apprenticeship here, like becoming a carpenter or plumber; we
are talking about an apprenticeship into an academic
discipline.
Definition
An academic discipline is a subject area like History, Politics or
Apprenticeship involves learning about
write like a historian or a political scientist or a sociologist.
Topic sentence
Supporting
sentences
Disciplines are quite different. Each has its own knowledge,
theories, methods of doing research, and, most importantly, experts.
Maton 2011, p. 5), and can be identified by the way they define
knowledge, what they focus on, what they consider to be true and
false, and how claims to knowledge are evaluated. Disciplines have
15. 27
human experience can be converted into knowledge, and how that
knowledge can be appr
2008, p. 191).
Organising information in texts and paragraphs
There are a variety of resources in English for organising and logically connecting information in
n ASSH 101. The one we are focusing on
Field of a text above, is
functions and draws on all three to make meaning. Abstraction is involved in Tenor as well as
textbook rather than in a friendly chat about the same thing). Likewise, abstraction is also part of
Mode is because it helps organise texts, and Mode is about how language is organised.
Because academic texts are often about ideas
touched, they can only be thought about or talked about these ideas are often presented as
abstract nouns. In the first paragraph we have the abstract nouns knowledge and
apprenticeship. As nominalisations, these can be unpacked into people doing things:
apprenticeship = being an apprentice or apprenticing oneself to someone else;
knowledge = someone knowing something about something etc.
And it is these kinds of abstractions that help organise the text. For example, apprenticeship in
the Text Preview phase starts the second sentence in the Definition phase, and also the third
Apprenticeship
It is all about how to think and reason and write like a historian or a political scientist or a
sociologist.
In this way, abstraction (as nominalisations) help hold a text together.
You can recognise most abstract nouns by their Latin-ate endings. For example:
-ship e.g. apprenticeship
-ment e.g. employment
-ity e.g. ambiguity
-tion e.g. nominalisation
16. 28
expressing more common
sentences!
se sentences into their separate clauses:
First sentence of text 2.3 as clauses:
1.
2. you might not know what it is,
3. but we reckon that [[becoming an apprentice]] means [[learning to really get to know about
disciplines]].
This first sentence is really long and has 3 main clauses and then lots of smaller clauses
licated.
First sentence of text 2.4 as clauses:
1. Apprenticeship refers to [[building proficiency in disciplinary knowledge practices]] and
discipline-specific ways of [[communicating]].
This first sentence in text 2.4, which conveys very similar meaning to the first sentence in text
2.3, has only one clause, with all the meanings compressed into it. This compression si partly
achieved though nominalisation.
Find the meanings in the sentence from text 2.4 and the matching longer bits that mean the
same thing from the sentence from text 2.3:
17. 29
Text 2.4 Text 2.3
Homework and tutorial preparation
Complete worksheet 2.7 (above) and any other unfinshed work.