Categories
Linguistics

The speakers of Old English believed that language was magical. We even still r

The speakers of Old English believed that language was magical. We even still retain the word ‘spell’ (like a magical spell) from this idea–that, literally, writing was creating magic. Bards and other crafty users of language were held in high regard–whenever there was a big battle, scops (Anglo-Saxon word for one of these special poets) would wander the battlefields, without worry about getting injured or taken hostage or anything, simply so they could gather details to write great poems! The Anglo-Saxon belief (which most of the Classical world held, too) was that if people remembered your name and your story, you would ‘live’, in a sense, forever! So poetry was serious business, the stuff of immortality!
We’re going to work a little magic of our own:
Last week we tried our hands at translating some Anglo-Saxon poetry to Modern English. That was fun, right?
This week, we’re going to try it the OTHER way–taking something modern, and translating it so that it looks like an Anglo-Saxon poem.
NO I do not expect you to translate into a dead language! But you can look at our example linked below, and learn how Anglo-Saxon poetry WORKS (hint: not rhyme) and try to make a modern song or poem fit!
Old English Poetry: Let’s look at a good translation of an Old English poem, (actually, the very first Old English poem!) and then read this quick one page article about writing them. This article has KEY information as to what Old English poetry looks and sounds like. THEN, take a modern song you like and ‘translate’ it into this style of verse–using meter and alliteration as our Anglo-Saxon speakers did. (Your poem will be in good old 21st Century English, but it is the FORM of the poetry you are translating to!)
The following links provided below are will be needed to complete the assignment they will assist you.
How to write it
https://web.archive.org/web/20210308113503/https://hugohouse.org/how-to-write-your-own-anglo-saxon-poetry/
An example
http://thehypertexts.com/Cædmon%27s%20Hymn%20Translation.htm
The song lyrics you will be translating, “Can’t you hear me knocking”- The Rolling Stones.
https://new.songmeanings.com/songs/view/45059
Also I will attach files of screenshots from the textbook.
If you to cite please use what was provided, no other sources are to be used thank you. You don’t need to cite the song.

Categories
Linguistics

The speakers of Old English believed that language was magical. We even still r

The speakers of Old English believed that language was magical. We even still retain the word ‘spell’ (like a magical spell) from this idea–that, literally, writing was creating magic. Bards and other crafty users of language were held in high regard–whenever there was a big battle, scops (Anglo-Saxon word for one of these special poets) would wander the battlefields, without worry about getting injured or taken hostage or anything, simply so they could gather details to write great poems! The Anglo-Saxon belief (which most of the Classical world held, too) was that if people remembered your name and your story, you would ‘live’, in a sense, forever! So poetry was serious business, the stuff of immortality!
We’re going to work a little magic of our own:
Last week we tried our hands at translating some Anglo-Saxon poetry to Modern English. That was fun, right?
This week, we’re going to try it the OTHER way–taking something modern, and translating it so that it looks like an Anglo-Saxon poem.
NO I do not expect you to translate into a dead language! But you can look at our example linked below, and learn how Anglo-Saxon poetry WORKS (hint: not rhyme) and try to make a modern song or poem fit!
Old English Poetry: Let’s look at a good translation of an Old English poem, (actually, the very first Old English poem!) and then read this quick one page article about writing them. This article has KEY information as to what Old English poetry looks and sounds like. THEN, take a modern song you like and ‘translate’ it into this style of verse–using meter and alliteration as our Anglo-Saxon speakers did. (Your poem will be in good old 21st Century English, but it is the FORM of the poetry you are translating to!)
The following links provided below are will be needed to complete the assignment they will assist you.
How to write it
https://web.archive.org/web/20210308113503/https://hugohouse.org/how-to-write-your-own-anglo-saxon-poetry/
An example
http://thehypertexts.com/Cædmon%27s%20Hymn%20Translation.htm
The song lyrics you will be translating, “Can’t you hear me knocking”- The Rolling Stones.
https://new.songmeanings.com/songs/view/45059
Also I will attach files of screenshots from the textbook.
If you to cite please use what was provided, no other sources are to be used thank you. You don’t need to cite the song.

Categories
Linguistics

How do children growing in a bilingual environment acquire literacy skills?

How do children growing in a bilingual environment acquire literacy skills?
Think about Arabic (Chinese/ Indian) children learning to read and write in their native
language and English at the same time. Discuss the complexity and peculiarities of the
acquisition process.

Categories
Linguistics

Discuss the steps which may be taken to enhance the reliability of oral proficiency interviews.

Dear writer, please find all readings attached.
Directions: The open-book exam is based on topics addressed in course readings and class discussions. It consists of three parts (Part A, Part B and Part C). Be sure to complete all parts. Your responses will be evaluated based on content (48 points) and use of academic writing conventions (2 points). If you quote from course readings in your responses to the exam questions, be sure to provide the source and page number for the quotation. Use of sources in addition to course readings is not required.
Part A. Define five (5) of the following terms in your own words. For each term, provide an example to clarify your definition (15 points). If you define all terms, only the first five will count.
Direct tests (3 points)
Norm-referenced tests (3 points)
Integrative tests (3 points)
Reliability coefficient (3 points)
Backwash (3 points)
Cloze tests (3 points)
Part B. Answer this question in one to two paragraphs (10 points).
Define validity. Then, discuss how two types of evidence for validity may be established for achievement tests.
Part C. Choose one of the following questions and respond to the question in a well-developed essay (4-5 well-developed paragraphs). (23 points).
Question 1
You teach an intermediate-level ESL writing class at an English Language Institute. The intermediate-level ESL writing course is designed to improve students’ skills in writing comparison and contrast, cause and effect, and argumentative essays. Students in your class come from diverse language and cultural backgrounds.
Note: If needed, you may add more specific information about the context of the course. 2
To answer this question:
• Create a writing prompt for the argumentative writing assignment and explain how your prompt addresses the content, language, task, and rhetorical variables discussed in Reid and Kroll’s guidelines for designing effective writing prompts (9 points).
• Explain how you plan to score the completed essays (i.e., whether you plan to use holistic scoring, analytical scoring or another scoring method) and justify your choice of the scoring method (7 points). There is no need to create a scoring rubric.
• Discuss the steps you plan to take to enhance the reliability of scoring (7 points).
Question 2
This question consists of three parts. Be sure to answer all parts.
• Drawing on specific interviewer strategies reported in Brown’s article “Interviewer variation and the co-construction of speaking proficiency,” explain how interviewers can influence the speaking proficiency of test candidates (9 points).
• Discuss the advantages and disadvantages of the oral proficiency interview as a method for testing speaking (7 points).
• Discuss the steps which may be taken to enhance the reliability of oral proficiency interviews (7 points).

Categories
Linguistics

The question with details are in the uploaded word document so please refer to it.use apa 7 th edition referencing and use quality resources of books for referencing which are to uk university standards.

The question with details are in the uploaded word document so please refer to it.Use APA 7 th edition referencing and use quality resources of books for referencing which are to UK university standards.

Categories
Linguistics

Please check the uploaded word document for the question and more details.please

Please check the uploaded word document for the question and more details.Please provide APA7th referencing and use good source of references from books according to the UK university standards the answer must be formed.Thanks

Categories
Linguistics

Consider as well the part politeness and face play in how these conversations work (or don’t work).”

DO NOT USE ANY OUTSIDE SOURCES. I am unable to select “0” sources. Thank you. The Files attached provide more instructions. Please complete exercise 8.5.
As mentioned in exercise 8.5. It says to take a look at exercise 8.7. to help you complete 8.5. Which is also attached in the files.

If it makes it easier as per my professor’s words “As the exercise describes, color code the conversation, and then write an analysis of the conversation. You do not need to follow their color coding, but please do indicate a key for your code! (you may follow their color code)
Your analysis should answer, at minimum, the following questions:
* What does Speaker A want out of this conversation?
* What does Speaker B want out of this conversation?
* Who gets what they want? (Both, one, the other, neither of them?)
Using your knowledge of vocabulary terms like minimal response, turn taking, conversational repair, etc, provide evidence for how successful this conversation was for each speaker. Consider as well the part politeness and face play in how these conversations work (or don’t work).”

As mentioned on the rubric:
Covers with examples: conversational structure (turn taking, interruptions, topic introduction); as well as gender and face/politeness.
Answers all parts of the prompt: Speaker A wants, Speaker B wants, Success and why
Stays on topic to answer the questions of the prompt—all info serves to support aspects of prompt questions

Categories
Linguistics

Answers all parts of the prompt: speaker a wants, speaker b wants, success and why

DO NOT USE ANY OUTSIDE SOURCES. I am unable to select “0” sources. Thank you. The Files attached provide more instructions. Please complete exercise 8.5.
As mentioned in exercise 8.5. It says to take a look at exercise 8.7. to help you complete 8.5. Which is also attached in the files.

If it makes it easier as per my professor’s words “As the exercise describes, color code the conversation, and then write an analysis of the conversation. You do not need to follow their color coding, but please do indicate a key for your code! (you may follow their color code)
Your analysis should answer, at minimum, the following questions:
* What does Speaker A want out of this conversation?
* What does Speaker B want out of this conversation?
* Who gets what they want? (Both, one, the other, neither of them?)
Using your knowledge of vocabulary terms like minimal response, turn taking, conversational repair, etc, provide evidence for how successful this conversation was for each speaker. Consider as well the part politeness and face play in how these conversations work (or don’t work).”

As mentioned on the rubric:
Covers with examples: conversational structure (turn taking, interruptions, topic introduction); as well as gender and face/politeness.
Answers all parts of the prompt: Speaker A wants, Speaker B wants, Success and why
Stays on topic to answer the questions of the prompt—all info serves to support aspects of prompt questions

Categories
Linguistics

Which means that we cannot state that any of the participants never use any of the self determination theory.

there are two types of motivational strategies in my study, one type are the ones associated with STD
the second type is for the ones that are general
in the actual data, you can see that the green ones are the ones associated with STD and u can see at the end the overall average performance of the students’ when more STD are utilized amongst Kuwaiti highschool EFL learners.
If u are asking how u will know who uses more STD? there is a likert scale in the actual survey and the more they use STD will choose always. the ones who rarely use them will choose sometimes, rarely, or never for instance from the options provided.between the participants, there should be someone who choose sometimes or rarely when it comes to Self determination theory, which still mean they use these types of strategies. which means that we cannot state that any of the participants never use any of the Self determination theory. in this case, our test should show correlation and this explains our hypothesis of the study which indicates that ” the more instructors utilise Strategies that are associated with the self-determination theory, the higher their students’ performances are. its a matter of who uses more gets higher grades from their students. we cannot group them. but also should present them clearly somehow and distinguish between people who use the STD more and the ones who use the general ones more to clearly correlate them with their students’ performances. in this case: this is what should be done:1. first page could be used to present the participants and the performances of their students and how to show what was the answer of each of the participants to make the analysis (correlation) make senseplease, present these academically as descriptive statistics. my supervisor wanted them presented accurately. try your best to name the participants who use STD (Green strategies more) so that she be aware of who use them more and the over all performance of their students. this is very urgent2. the second page is for the actual t-test
we should show correlation and prove the hypothes of the study which indicates that ” the more instructors utilise Strategies that are associated with the self-determination theory, the higher their students’ performances are.make a t test for the data given
please remember that the green ones are the ones associated with the self-determination theoryand the third page is to describe what was done. describe the descriptive statistics of the actual results then the data analysis (t test correlation) that was donethe data collected was emailedand the file attached is for the methodology + results sections for u to make things work. please do

Categories
Linguistics

Describe the interactions that develop during one of the first 12 months of life.

This assignment is for a Communication/language development Class
The focus of this chapter is the interactions seen between infants and caregivers. This interactive relationship plays an important role in communication. Describe the interactions that develop during one of the first 12 months of life. Choose whichever month or range that you find most interesting. This is a well written paragraph that is a discussion so no citation is required.
An example provided
During the 4-6 month age period the interactions between caregiver and infant have progressed substantially. Rituals or routines provide predictable patterns of resulting behavior or communication. This results in the infant becoming upset with the caregiver when the pattern has changed. Games involve a new pattern of communication where there is an exchange of turns and communication with partnering skills. There are rules and placement for words and actions. Interacting with the caregiver the infant now can babble with more bilabial sounds and exhibit different sentence patterns and vocalizations for present attitude. They also have a sustained laugh and respond to their name being said. They imitate facial expressions more and there is a social aspect to their sound production, regulating volume and pitch. At six months old vocalizations have an understood social/ communicative value and the infant has developed better hand-eye coordination. Interactions now include infant-caregiver-object.