In the first instance, the book is a response to the appeal often voiced as a result of these concerns, viz. We take as our starting point that, if one wishes to do something about low levels of academic literacy, one first has to be able to measure that ability accurately and reliably. The six tests in this book, the first of two such books of tests that we are planning to publish, constitute this first step. The books should help not only teachers and parents, but especially those aspiring to enter higher education institutions.
Once one has determined the academic literacy levels of those about to enter tertiary studies, one can come up with a relevant plan to develop further that particular language ability. This introduction will deal first with the importance of academic literacy — the ability to handle the demands of academic language at tertiary level.
Then it will outline how this book should be used, and what prospective students and their teachers must do to ensure that they develop this ability. Education is mediated through language Those who are in their last years at school, Grade 11 and 12, should be acutely aware of the challenges they will face once they enter higher education or the world of work.
A sizeable chunk of that challenge concerns the ability of these learners to cope with the demands of language in those new contexts. Language ability will be critical for their learning, either in a course of study at university or a university of technology, or in their new work environment.
This is so because education is mediated through language, and, though language is not everything, it is important enough to become a stumbling block for those who cannot cope as a result of too low a level of ability. The ability to use language to meet the demands of tertiary education is called academic literacy. In fact, even at pre-school level teachers specifically plan activities for young learners that enable them to seek solutions to problems by making inferences, reaching conclusions, and coming up with rational plans.
Even at that level, every cognitive process that those young learners go through is mediated through language. What these novices to the world of education are learning is that using academic language lies at the heart of the ability to make an argument. Academic arguments are built on analyses. It goes without saying, then, that the language one needs in the academic context is a kind of language that enables one to make distinctions.
That is the same as saying that language allows and helps us to sort things, by contrasting and comparing them, isolating, i. That is another way of saying that analysis is the core of academic argumentation and discourse, and that the way that we articulate our academic analysis needs a specific kind of language: academic discourse.
If academic literacy is important, since learning is mediated through language, why is it not taught as a separate school subject, like Biology, or History, or Mathematics? Or why can the languages taught at school not attend to academic literacy, thus helping learners to meet the demand of learning through language?
One can venture a number of answers to that, one of which may be that the curricula of the languages taught do not provide for that, but the most likely explanation is that one learns to handle language at primary and secondary school through the subjects themselves.
Perhaps this ability can be taught separately from those subjects, but some would object that this might not really be effective. Language is more than words and grammar, and much more than sentences. This is even more true of academic language, which is, as we have seen above, imbued with cognitive as well as analytical processing. Academic language has functions like exposition, clarification, and conclusion; the academic demands for language therefore require us to do things with language like explain, define, compare, contrast, classify, agree, disagree, illustrate, elaborate, make claims, see implications, infer, exemplify, anticipate, and conclude.
Sometimes there is a kind of wistful but always unsubstantiated reference in the complaint to a time when that was not the case.
Then none of us would ever have trouble learning a language! All that we would have to do would be simply to listen to the teacher, and, having done as we have been told, we would instantaneously - and somewhat miraculously - get it right.
The course is broadcast live and requires students to "attend" each class session. The final grade is based solely on daily benchmark quizzes and four writing assignments. No textbook -- all readings will be free and from online sources.
This is a challenging and fun class that encourages students to work together in order to learn about psychology and about themselves. Introductory Psychology is designed to give students a broad overview of the theory, methods, and findings of modern-day psychology. This is a computer-intensive course whereby students will be required to bring a laptop or other wifi-enabled device to every class.
In addition to daily benchmark quizzes, students will be expected to discuss class topics, take surveys, and participate in exercises on their computers. Although there is no textbook, online reading assignments will be assigned for each class. Grades will be based on the daily benchmarks and four writing assignments. Daily benchmarks and grading. Although psychology is fun and exciting, don't expect it to be an easy course.
Having taught this class dozens of times, we expect you to immerse yourself into the readings and lectures. This is an idea class as opposed to a simple fact class. We are more concerned with the ideas and implications of what Freud or Skinner thought than with their birthdays or favorite colors. All of the assessments will stress psychological concepts and their relationships to other concepts and to practical examples. Rather than thinking of grading as a result of exams, tests, or quizzes, we think of this class as an opportunity to learn to ideas and perspectives.
Instead of exams, we call them assessments or benchmarks. The benchmarks reflect student progress over the course of the semester. Although the lectures and readings are the same for both classes, the Pennebaker and Gosling sections will have separate benchmark assessments. If you are signed up for the class, you can only take the exam; ditto for the class. The two sections will have somewhat different benchmark questions and may emphasize slightly different issues. Because any given lecture may be somewhat different in one class versus the other, be sure and attend the class you signed up for.
There will typically be an online benchmark at the beginning of every class. The benchmark assessments will generally include 8 questions — roughly half from lecture and half from the reading. Of the 8 questions, 5 or 6 will come from the previous lecture and most recent readings. The remaining questions will be cumulative from previous parts of the course.
In addition, at least one question will be specially selected from questions you have missed on your previous exams. Counting the first day of class, there are 28 lectures. The remaining 26 classes will all have benchmarks that will count towards your final grade. The final grade is based on your benchmark scores and the completion of the writing requirement. Each benchmark is worth 3. The benchmark assessments are given at the same time at the beginning of class.
If you are sick or have an emergency of some kind, you can take the benchmark remotely as long as you take it at the appointed time. Because of this policy, there will be no makeup exams except under extremely unusual circumstances.
Note that you are restricted to taking only five benchmark assessments remotely. If more than five are done remotely, you will be required to take supplementary exams during the final exam period on the supplemental assessments. The purpose of this class is to explore the many ways in which psychology illuminates our understanding of thinking and behavior and to examine critically theories and explanations of psychological phenomena. Topics will include: the brain and its hemispheres, stress and lie detection, sleep, dreaming, and consciousness, cognitive and moral development, Freud and personality, schizophrenia and depression, and social psychology across cultures.
Five multiple-choice exams will test your understanding of the material. In-class exercises and the departmental research requirement subject pool will provide you with a close-up view of research methods. In addition to the class work, all Psychology students must complete a research requirement by either participating in experimental sessions within the Psychology Dept. The five tests. Your final grade in the course is based on your performance on the five exams -- and your turning in your writing assignments.
There is no final exam in the course. The computation of your final grade is based on the following:. Writing assignments. Five writing assignments are due over the course of the semester. You will be graded simply on whether or not you turn them in.
Tests are non-cumulative. The format of the test will be multiple-choice questions. You will be tested on the content of the textbook and lectures including demonstrations and videos. Everyone is expected to take tests at the regularly scheduled time. The best 4 out of 5 exam grades will be used to determine the course grade. If you do not pass the final exam, your score on that exam will count as one of your 4 grades.
If you do pass the final exam, then the best 4 grades will used irrespective of your score on the final exam.
Laura A. ISI HighlyCited. NSF grant and subcontract. Selected Publications Ashokkumar, A. Science Advances , September 22, , doi Analyses of city-level SubReddits and national surveys track the social, emotional, and cognitive changes that occurred in the U.
Click here for supplemental material. Boyd, R. The narrative arc: Revealing core narrative structures through text analysis. Science Advances , August 7, , doi By analyzing function and cognitive words, we identify the common fingerprints of novels, movies, and other genres of fiction. Watch the 5-minute video and analyze your own text to see if it adheres to a traditional narrative structure. Did Shakespeare write Double Falsehood? Identifying individuals by creating psychological signatures with text analysis.
Psychological Science , online version April 8, doi Using LIWC, meaning extraction, and machine learning, it is possible to build a smart approach to author identification. Values in words: Using language to evaluate and understand personal values.
We developed language-based value algorithms that were applied to K Facebook status updates that predicted value-based behaviors better than self-reported values. Chung, C. Revealing dimensions of thinking in open-ended self-descriptions: An automated meaning extraction method for natural language. Journal of Research in Personality , 46, By using a factor analytic method on content-related words, it is possible to extract meaning from samples of text files.
These language dimensions are linked to personality. Cohn, M. Linguistic markers of psychological change surrounding September 11, Psychological Science, 15 , An analysis of over people who wrote online journals in the weeks before and after September Davison, K. P, Pennebaker, J. Who talks? The social psychology of illness support groups.
American Psychologist, 55 , An analysis of internet and real world support groups for 20 different diseases. Ireland, M. Language style matching predicts relationship initiation and stability. Psychological Science , online version, December 13, Two studies demonstrate that language style matching in the natural conversation of couples in speed dating predicts future dating behavior and, in instant messaging between young dating couples, predicts the stability of the relationship three months later.
Jordan, K. Examining long-term trends in politics and culture through language of political leaders and cultural institutions.
The analysis of the language of political leaders in the U. Trump is not the outlier many believed. Kacewicz, E. Pronoun use reflects standings in social hierarchies. Essay enrichment program justice delayed is justice denied essay words: soal essay kerjasama ekonomi internasional kelas 11, gst essay hindi discursive essay higher english topics dream job short essay.
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