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Appendix C: The Research Methodology

Anne Beaufort Utah State University Press ePub

To assess systematically what is or isn’t working in any program of writing instruction is difficult because longitudinal studies of writers are difficult. Equally difficult is data-driven theorizing about writing expertise and the developmental processes of writers, given the number of variables at work, many of which are hidden from a researcher’s scrutiny. Case studies are difficult to generalize from with absolute certainty. And, as this is the case of a mainstream student (i.e. middle class and white), cases involving students of diverse backgrounds are needed to determine the usefulness across a broader spectrum of writers of the theoretical framework presented here. With these difficulties in mind, I urge other researchers to test the robustness of this theoretical framework of writing expertise in capturing the nuances of what in fact is going on in disciplinary writing at the undergraduate level and in other contexts for writing. For those interested in case study methodology, I offer in more detail here how data collection and analysis were handled.

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Medium 9781574416367

Fred Nelligan

Gayle Reaves, Editor UNT Press ePub
Medium 9781609947439

Chapter 1: Assessing Your Voice

Carol Fleming Berrett-Koehler Publishers ePub

If you ask people how they want their speech and voice to be described, they will probably say articulate, resonant, and knowledgeable, clear, persuasive, and confident. These are the characteristics of speakers you admire, and you want to be in that club because you know how very much it matters. As one of my clients said, “Every time you open your mouth, you put your business in the street” (i.e., you put your reputation on the line).

I will tell you a secret: People are not good judges of their own speaking characteristics. They may be aware that there’s something about the way they talk that is a problem for them and they make guesses about the specifics. Here’s what many clients say when they first come to see me:

”My voice is too high (too gravelly, too nasal, too …).”

“I mumble/swallow my words, and I don’t speak distinctly.”

“I am very uncomfortable with small talk, public speaking, and interaction with any authority figures.”

“My speech is too soft, and people are always telling me to speak up.”

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Medium 9780870819018

2. Morphology—Inflection

Andrew Cowell University Press of Colorado ePub

Although the inflection of noun stems is less complex than that of verb stems, they still show a rich variety of processes. Noun stems can be inflected for plural, obviative, vocative, and locative (using suffixes), as well as for possession (prefixed person markers, suffixed number markers). In addition, all nouns are either animate or inanimate gender. There are no specific inflections marking gender—it is a property of the noun stems themselves. But the gender of the noun determines the exact form of many inflectional markers. For this reason, we begin by discussing gender and then proceed to discuss the inflectional morphology.Animacy and inanimacy are fundamentally grammatical categories, but there is important semantic correspondence. For example, all humans, animals, birds, and other semantically animate objects are grammatically animate as well. In addition, all celestial objects (sun, moon, star, names of constellations) are animate, as are nouns for spirits, ghosts, and so forth. And conversely, most semantically inanimate objects are grammatically inanimate. In addition, virtually all nouns formed using verbal participles are inanimate. But there are a significant number of semantically inanimate objects that are nevertheless grammatically animate. Examples include:

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Medium 9780253357137

Part 4. Prehistories of an Apex Predator

Genese Marie Sodikoff Indiana University Press ePub

Laurie R. Godfrey and Emilienne Rasoazanabary

This chapter results from the collaborative efforts of Laurie Godfrey, a primate paleontologist, and Emilienne Rasoazanabary, a specialist on the behavior of living nonhuman primates. Both of us study the primates that live or once lived on the island of Madagascar—lemurs. In this chapter, we examine extinction, taking as our example recent extinctions on Madagascar (including the extinction of giant lemurs) and threats to the smaller-bodied lemur species that remain there today. Extinctions can be viewed in deep time, in near time, or in today’s world; each view generates insights that cannot be gained from any of the others. A “deep time” perspective is usually reserved for extinctions that occurred before humans evolved, so humans cannot have been responsible. There have periodically been major mass extinctions in the past (called extinction “events” because of the unusually high number of species extinctions concentrated in relatively short periods of time), each with different but profound effects on the evolutionary history of life on Earth. Quaternary extinctions, “extinctions in near time,” demand a consideration of humans as at least possible agents of extermination (MacPhee 1999). It was during the very last part (the most recent 100,000 years) of the geological period called the Quaternary (or Pleistocene and Holocene) that people began to populate many regions that had never before experienced their presence, and these regions, one after the other, suffered dramatic species loss. In many ways, such “near-time” extinctions rivaled or surpassed some of the worst mass extinctions of the distant past, and tools that have been applied to the analysis of species rarefaction in the deep past have been applied as well to late Quaternary extinctions.

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Medium 9781936757114

Appendix 6: Suggested Best Practices

Brian O'Leary Book Industry Study Group ePub
Medium 9781574411713

4: Changes in Policy

Guadalupe San Miguel Jr. University of North Texas Press PDF




As in the prior decade, the opponents of bilingual education also sought legislative changes to this policy. Between 1995 and 2001, several pieces of legislation aimed at eliminating or modifying the federal bilingual education bill were introduced.

One of the most publicized efforts to eliminate bilingual education was submitted by House Majority Whip Tom DeLay, R-TX. In March and April of 1998 DeLay drafted and introduced legislation that would have removed the federal mandate on bilingual education by abolishing the Education Department’s Office of Bilingual Education and effectively ended federal involvement in this program. This legislation, English for Children Act, was modeled after the proposition to be voted upon by California voters in the general election in November of 1998. If enacted, it would have voided the consent decrees that encouraged the establishment of bilingual programs in return for federal funding. More specifically, it would have effectively ended federal funding for about 750 bilingual programs nationwide that allowed the teaching of immigrant children in their native language until they learned English. It also would have saved the government an estimated $215 million a year. Once these decrees were voided, state and local school officials would decide for themselves whether they wanted to continue funding bilingual education programs.23 LULAC as well as Gene Green and Sheila Jackson, both members of Congress from the Houston area, denounced DeLay’s bill.24

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Medium 9781626560475


Karen Hough Berrett-Koehler Publishers ePub
Medium 9781626567856

4 Get Real With Your Goals

Fauzia Burke Berrett-Koehler Publishers ePub

People with clear, written goals accomplish far more in a shorter period of time than people without them could ever imagine.
Brian Tracy

There is an old joke that’s been circling around the book publishing world since the 1930s.

Q: How do you make a small fortune in book publishing?
A: You start with a large one.

Book publishing is a labor of love for everyone. Yes, some authors make it big and get rich, but the rest of us work in book publishing because we love the written word. For every one of my clients publishing a book is a dream come true. Readers buying your book and absorbing your words is really a magical thing. To make your dreams a reality, we need to work on a plan.

You’ve spent time learning about online branding and why it is important. You have captured your dreams and refined your understanding of your readers. Now it’s time to take all that thinking and turn it into concrete, clear goals that can make your dreams into a reality.

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Medium 9781855755079

2. Your Present as a Writer

John K. DiTiberio Karnac Books ePub


Before we begin to make some suggestions about how your writing process can become more effective, we would like for you to examine what your writing is like right now. What follows is a series of questions about your writing process. Read these questions over and determine your answers to them.

1. Do you like to write at all?

2. What kinds of writing do you prefer?

3. What kinds of subjects do you find it difficult to write about?

4. What do you do before you begin to write?

5. Do you use an outline?

6. How long do you think about a topic before you begin to write?

7. How do you organize your ideas or data?

8. What kind of difficulties do you tend to get into?

9. What kind of writer’s blocks do you experience?

10. What kind of environment do you prefer to write in? For example, do you like to write at a desk, or would you prefer to write while lying in bed?

11. What kind of writing rituals do you follow? Do you have to sharpen pencils before you begin? listen to music? take a bath? or wear a certain kind of clothing?

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Medium 9781442265790

Survivor(s)! Historical Peregrinations of New Orleans’s French Superior Council and Spanish Judicial Records

Collections ePub

Howard Margot

Curator, The Historic New Orleans Collection, Williams Research Center, 410 Chartres Street, New Orleans, LA 70130; howardm@hnoc.org

Abstract The city of New Orleans is home to extensive notarial and judicial manuscript records that document, often in minute detail, economic and legal activity in the Lower Mississippi Valley during the French (1699–1768) and Spanish (1769–1803) colonial periods. The legal custodianship of New Orleans’s largest colonial period archive has changed hands quite often over the last three centuries. This article recounts the peregrinations of these documents and their insertion into the collections of the Notarial Archives Division of the Orleans Parish Clerk of Civil Court’s office (NONA) and Old U.S. Mint of the Louisiana State Museum (LSM).

In addition to the considerable parochial archives of its Catholic Archdiocese (baptisms, marriages, deaths) and a modest but very important archive held in its main Public Library (the records of the Spanish Cabildo), the city of New Orleans is home to extensive notarial and judicial1 manuscript records that document, often in minute detail, economic and legal activity in the Lower Mississippi Valley during the French (1699–17682) and Spanish (1769–1803) colonial periods. Taken together, these three sets of records bear the names and witness to the lives of virtually every colonist who was propertied, and of many or most who were not, and of virtually every enslaved person who was ever publicly bought or sold or freed in New Orleans and environs during that span of time. But whereas the ecclesiastical and Cabildo (city hall) records have been continuously curated by the respective institutions that generated them in the eighteenth century, the legal custodianship of New Orleans’s largest colonial period archive—its notarial acts and judicial records—has changed hands quite often over the last three centuries, the most recent occurrence having been in 2007. Most often, the changes in custodianship have entailed changes in physical location, with the records’ having been transported a distance of anything from a few city blocks to a hundred miles. These peregrinations have for over two centuries compromised both the coherence of this priceless archive and the public’s ability to access it, and on too many occasions they have threatened its very existence.

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Medium 9781538104118

Call for Papers and Proposals

Juilee Decker Rowman & Littlefield Publishers ePub

Diane Bruxvoort

University of Aberdeen

Diane Bruxvoort joined the University of Aberdeen’s Library, Special Collections and Museums as university librarian and director in the spring of 2014. Before this, she was the senior associate dean serving as deputy to the dean of Libraries at the University of Florida with responsibility for collections, acquisitions, cataloguing, public services, digital services, and special collections. Previously, Bruxvoort worked at the University of Houston Libraries for 10 years starting as the head of Access Services and ending her time there as the associate dean for Collections. While at Houston, she provided leadership for a major building program, led the transition to electronic access to journals, and affected a major redesign of the library website.

Before moving into academic libraries, she spent 17 years working in public libraries in and around Houston, Texas. Bruxvoort is president of the Library Leadership, Administration, and Management Division of the American Library Association.

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Medium 9781908372307

Chapter 8 – Delivering the talk and feedback

Dee Clayton M-Y Books Ltd ePub

This chapter gives some pointers on delivering the talk on the day and how to approach it, including my views on PowerPoint. We also talk about the value of now being able to hear feedback in a balanced and helpful manner instead of having it tainted (often in a more negative light) by those pesky monkeys.


Dont be like everyone else. Dont assume that everyone else is doing it right because often when it comes to PowerPoint they arent. Do use PowerPoint only to add to what you want to say.. Here are some tips to doing it well:

1. Consider whether you need to use it at all if you need to illustrate something often flip charts can be much more spontaneous and interactive

2. Ensure that each slide has a purpose. A great book to help you get the slides looking good, among other helpful tips, is Presentation Zen: Simple Ideas on Presentation Design and Delivery [Garr Reynolds]

3. Use a consistent look throughout the presentation whilst avoiding a company template that takes up half the screen with your logo before youve even started

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Medium 9780874216424

3. Countering

Joseph Harris Utah State University Press ePub


Palin: Oh look, this isn’t an argument.
Cleese: Yes it is.
Palin: No it isn’t. It’s just contradiction.
Cleese: No it isn’t.
Palin: It is!
Cleese: It is not.
Palin: Look, you just contradicted me.
Cleese: I did not.
Palin: Oh you did!
Cleese: No, no, no.
Palin: You did just then.
Cleese: Nonsense!
Palin: Oh, this is futile!
Cleese: No it isn’t.
Palin: I came here for a good argument.
Cleese: No you didn’t; you came here for an argument.
Palin: An argument isn’t just contradiction.
Cleese: It can be.

Palin: No it can’t. An argument is a connected series of statements intended to establish a proposition.
Cleese: No it isn’t.
Palin: Yes it is! It’s not just contradiction.
Cleese: Look, if I argue with you, I must take up a contrary position.
Palin: Yes, but that’s not just saying, “No it isn’t.”
Cleese: Yes it is!
Palin: No it isn’t! Argument is an intellectual process. Contradiction is just the automatic gainsaying of any statement the other person makes.
(short pause)
Cleese: No it isn’t.

—Monty Python, “Argument Clinic”

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Medium 9781622500277

Verbs: Agreement with Subject

Elliott Quinley Saddleback Educational Publishing PDF

Basic Skills Practice

Verbs: Agreement with Subject

No doubt you already know that singular subjects take singular verbs and plural subjects take plural verbs. singular:

Lance is a Democrat. plural: The Hongs are Republicans.

A fly buzzes.

The flies buzz.

But some cases of subject-verb agreement can cause problems. Here are two examples: collective nouns:

• Does a collective noun indicate a group acting together as a single unit?

Use a singular verb.

The jury has brought in a verdict.

• Does the collective noun indicate members of a group acting individually?

Use a plural verb.

The jury were arguing among themselves.

nouns of measurement:

• Does the noun name an amount of money • Does the measurement or amount refer or a measurement that refers to a sum or to a number of individual units? Use a a whole amount? Use a singular verb. plural verb.

Fifty dollars is the amount that he still owes.

Fifty dollars have been identified as counterfeit.

A. Circle the verb that correctly completes each sentence.

1. Our football team ( compete / competes ) against 10 opponents this year.

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