This document provides guidance on effective language use for social media. It begins by explaining key differences between the language of websites and social media. Social media language is more informal, conversational, and focused on readability within tight character limits. The document then offers best practices for constructing tweets, including using creative literary devices like alliteration and onomatopoeia. It encourages developing a unique voice and highlights dos and don'ts of social media language. Finally, it prompts practicing various creative tweet constructions to master social media communication.
Writing a prize-winning novel is not a cakewalk. It requires vivid imagination & analyzation. Hence, the present ppt describes this up neatly that how to write a prize-winning novel.
Writing a prize-winning novel is not a cakewalk. It requires vivid imagination & analyzation. Hence, the present ppt describes this up neatly that how to write a prize-winning novel.
Peabody Essex Museum's Social Media Committee presents a series of "Social Media 101" talks on pertinent platforms for the staff. This presentation is on Twitter for museum professionals
Peabody Essex Museum's Social Media Committee presents a series of "Social Media 101" talks on pertinent platforms for the staff. This presentation is on Twitter for museum professionals
The Absolute Beginner’s Guide to TwitterJenn Scott
This slideshow walks you through the basics of the Twitter platform, walking you through setting up your account, providing an overview of hashtags and at-mentions (@mentions), and going over some of the most popularly asked questions about this powerful social networking tool.
How to follow Twitter even without an account. How to create an account. How to tweet and participate in a conversation. How to use Storify or Evernote to save tweets. How to use Hootsuite to set up a conference dashboard.
A really concise and action oriented guide to using twitter more effectively targeted at novice users, particularly media folk by someone who has done A LOT of twitter training.
Keep Up With The Tide - Use Twitter to Connect with Experts in K-2 - Tots & T...Diana Benner
Twitter can turn the tide in your classroom. Come learn how educators are connecting on Twitter and using it for networking inside and outside the classroom.
This is a presentation that I use when I offer Twitter Training for Beginners. We go from slide to slide and at the same time go on the Web to see how it works in real life. Twitter is a wonderful tool to discover. The beauty is in the information that you can find and the wide array of Twitter applications that help you find conversations and friends.
This is presentation that I put together to do my Twitter Training for Beginners. We go from slide to slide and at the same time browse the Web to look at Twitter and its appolications in real time. Twitter is a wonderful tool to discover. Enter and follow conversations that are relevant to you. And let your personality and creativity shine through.
This covers multiple aspect of managing twitter, one of the most popular social media platform. It covers basic and some magic sauce to make the best of the tweeting effort.
My Twitter 101 presentation for the beginner session at Tweetcamp San Antonio.
If you download and use this presentation please let me know :) Thanks!!
International education - Global currency or global citizenshipSherrie Lee
New Zealand hosts more than 100,000 international students each year. The value of international education, however, is often about global currency rather than global citizenship. Can we move beyond the economic discourse, and encourage meaningful intercultural relationships between international students and their host community? We can, and we must.
Sherrie Lee
TheDiasporicAcademic.com
Seeking academic help: A case study of peer brokering interactionsSherrie Lee
Lee, S. (2017, December). Seeking academic help: A case study of peer brokering interactions. Refereed paper presented at the combined 2017 ISANA/ANZSSA Conference, Gold Coast, Australia. Abstract available from http://www.isana-anzssa.com/2046
A Chinese researching other Chinese: Problematizing the bilingual researcherSherrie Lee
Lee, S. (2017, November). A Chinese researching other Chinese: Problematizing the bilingual researcher. Paper presented at the New Zealand Asian Studies Society (NZASIA) International Conference, Dunedin, New Zealand.
The promise of diasporic academics: Potential partnerships between the local ...Sherrie Lee
Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand.
Abstract
This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larner’s (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education.
Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities' internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals.
Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my university’s Postgraduate Students’ Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways.
I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility.
Reference
Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197–205. http://doi.org/10.1016/j.geoforum.2014.10.006
Keywords: Diasporic academic, internationalisation, partnership
Crossing Cultures in Research on International StudentsSherrie Lee
Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researcher’s cultural background influences the research.
Using focused ethnography to understand brokering practices among internation...Sherrie Lee
Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity – relational intensity – is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints.
Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students
Uncertainty lurks in all areas of the PhD journey such as interacting with supervisors, establishing yourself as a researcher, and, most importantly, finishing the PhD. I will share how I have navigated obstacles in my PhD journey and reflect on the current challenges that I face in my 3rd year of studies.
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
Brokering: A sensitising concept for understanding learningSherrie Lee
Brokering occurs when an intermediary, the broker, assists in the transfer or exchange of goods, services, information, opportunities and/or knowledge, where the recipients of such assistance would have had difficulty deriving the benefits of this exchange otherwise. In the context of EAL (English as an additional language) international students at a university, brokering can be understood as receiving informal assistance with understanding unfamiliar texts, interactions, artefacts, and social and cultural practices encountered in the context of the host academic community.
I explore the concept of brokering as facilitating learning, drawing on the various ways brokering has been used in both educational and non-educational contexts, that is, understanding brokering as a social phenomenon in communities, as knowledge transfer, and as mediating the translation of linguistic and/or cultural aspects of a new culture. These different applications of brokering contribute to an understanding of brokering as a sensitizing concept. Approaching brokering as a sensitizing concept allows alternative ways of viewing academic learning interactions among students, instead of viewing the phenomenon as having fixed features.
Presentation at the 2015 Te Kura Toi Tangata Faculty of Education Doctoral Symposium (Hamilton, New Zealand) on 24 November 2015.
DOI: 10.13140/RG.2.1.1236.6324
Using Images from the Web by Sherrie LeeSherrie Lee
A short presentation on how to find images legitimately for free. Learn about the differences between public domain images, stock photography and creative commons images. Originally available as a Google Presentation: https://docs.google.com/presentation/d/1CbZ79D0bKmCRpnWgGmNelvMYUxFp7rQfA2pbjkQ12AI/edit?usp=sharing
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
A lesson plan for an 80 minute lesson on report writing, particularly on writing the introduction of a report. This lesson plan includes the worksheet and suggested answers, as well as a summary of the presentation slides.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
7. What happens when you are
"following" someone?
You see their tweets in your home feed/ timeline.
If they've marked their profile as “private”, they
must accept you before you can see their Tweets.
The reverse happens when someone is
“following” you.
25. # - hashtag
Marks keyword or topic, also
used for humour. Click on #word
to show all Tweets with #word.
26. # - hashtag
Learning about Twitter at social
media workshop with
@newfriend. #LAworkshop
27. RT - retweet
Re-posting another person’s tweet.
Quick way to share information.
“RT” gives credit to original poster.
28. RT - retweet
RT @STcom Two women fined
after being caught on camera
for high-rise littering
http://t.co/XyCWXa1K1i
29. RT - retweet
Most tweets are re-tweets of
updates in your timeline. To be
“social”, add your comment/
compliment to the original tweet.
30. RT - retweet
“Re-tweet” in twitter.com will
automatically send it out. Copy
and paste original text in a new
message so you can add new text.
31. RT - retweet
How to tweet like a pro
bit.ly/12hjklu [from @tweetexpert]
Great article! RT @tweetexpert
How to tweet like a pro bit.ly/12hjklu
[ORIGINAL TWEET]
[Your RE-TWEET]
32. MT – modified tweet
How to tweet like a pro
bit.ly/12hjklu [from @tweetexpert]
MT @tweetexpert I love this
article on Twitter! bit.ly/12hjklu
[ORIGINAL TWEET]
[Your RE-TWEET]
33. via @poster
How to tweet like a pro
bit.ly/12hjklu [from @tweetexpert]
I love this article on Twitter!
bit.ly/12hjklu (via @tweetexpert)
[ORIGINAL TWEET]
[Your RE-TWEET]
35. Re-tweets
How to tweet like a pro bit.ly/
12hjklu by @tweetexpert
Great Twitter advice from the
experts! bit.ly/12hjklu by @tweetexpert
via @orangecanton
[ORIGINAL TWEET]
[TWEETED by @orangecanton]
[Your RE-TWEET]
36. Twitter Task #3
1) Continue conversations or express your
thoughts but this time add #LAworkshop at the
end of your tweet.
2) Re-tweet at least three tweets in your
timeline adding your own comments.
3) Click on #LAworkshop to see what people are
saying and who is at the workshop.
39. How are you tweeting?
http://geekandpoke.typepad.com/.shared/image.html?/photos/uncategorized/2008/07/13/genesis2.jpg
By Oliver Widder, used under a Creative Commons Attribution-ShareAlike license: http://creativecommons.org/licenses/by-sa/3.0/
42. Twitter Tips – Your Account
Upload a photo. Don’t be an egg.
Nobody wants to follow an egg.
Craft your bio. You can be serious, witty,
but don’t be long-winded.
Who’s counting followers?
43. Twitter Tips – Your Tweets
Keep tweets short. Max 140 characters
but aim for 120 so there is space to RT.
Try HootSuite, Seesmic, Tweetdeck
Flickr: PromoBlog
Use Twitter clients for easier retweeting, as well as integrating other
social media accounts.
46. The Perfect Tweet #1
Take the time to craft your
tweet accurately and
pleasingly.
47. The Perfect Tweet #1
Just so fed up with the bad news on
#sghaze. Can you stop complaining?!?
Gloom and doom of #sghaze surround us
but we can get through this together!
48. The Perfect Tweet #2
Read before you RT. Modify
headline as you wish. Share
discriminately.
50. Now that you’re more familiar with tweeting,
what’s the difference between the language of
websites and the language of social media?
Language of Social Media
Language of Websites
vs.
Flickr: juque
52. Twitter = short form communication
Content + Context = Communication
To master Twitter, find your voice.
Dare to have a personality.
Be creative, get poetic!
53. Alliteration
Repetition of similar sound at the beginning of words
Better busy than bored
Keep tweets short, simple and sweet.
Fantastic fun in fantasy funland!
Your turn!
Craft a tweet with 3 or 4 words in alliteration
55. Onomatopoeia
Naming of a thing or action by a vocal imitation of the sound
Oof. Fell over in my heels.
BARK BARK BARK my neighbour’s dog
BARK BARK BARK
Grrr. Burnt toast again.
Your turn!
Craft a tweet with 1 or 2 onomatopoeias
56. Personification
Representing a thing or an object as person.
Please don’t die lappy! I need you so bad!
Meenie, I’m sorry I left you in the ladies.
I will miss you!
Nothing comes between me and my Sam!
Your turn!
Craft a tweet to include personification.
58. Oxymoron
Figure of speech that combines normally contradictory terms
jumbo shrimp
extremely normal
common delicacy
Your turn!
Craft a tweet that contains an oxymoron.
59.
60. Neologism
A newly coined term made up of existing words
unfriend
twitterholic
bromance
Your turn!
Craft a tweet that includes a newly coined term.
61. Twitter Task #4
Get creative with your tweets!
On your own or in pairs, compose tweets or RT
with comments that contain the following:
Alliteration , Onomatopoeia, Personification,
Oxymoron, Neologism
Remember to include #LAworkshop so we can
track your tweets.
62. What are the dos and don’ts of
using language in social media?
Flickr: Jason Howie
http://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/
Language = signs, symbols, sounds, and other methods of communicating information, feelings, or ideas
User Activity
Comparison of Social Networking Sites
http://www.dr4ward.com/dr4ward/2012/05/how-do-users-compare-on-facebook-twitter-google-linkedin-and-pinterest-social-networking-sites-infog.html