The academic resource center arc offers free peer tutoring to any umass dartmouth student throughout the school year, and during an abbreviated schedule during the summer and intersession. Each of the three tutoring centers mdash math amp business center, science amp engineering center, and the writing amp reading center mdash tutors students in a wide variety of subjects. The arc works to ensure that students have clear, understandable and achievable academic goals. This bibliography provides researchers who are interested in studying novice academic writing and ‗struggling‘ novices‘ experience with an overview of the tools that they can use in their research. More this bibliography provides researchers who are interested in studying novice academic writing and ‗struggling‘ novices‘ experience with an overview of the tools that they can use in their research. Researchers can study social and cultural context of academic writing by including text‘s focus, purpose, intended audience, relationship between writers and audience, expectations, conventions and requirements, background knowledge, values and understanding and its relationship with other texts paltridge, 2006.

Likewise, bhatia 2004 too proposes that genre knowledge needs to be investigated from an ethnographic perspective and a textual perspective. Nair, first generation singaporean malayaal’i abstract this chapter explores the notion of cultural identity. Nair, first generation singaporean malayaal’i this chapter explores the notion of cultural identity, language use, attitudes towards language maintenance of seven tri generational singaporean malayal’i families.

The analysis considers both proficiency levels of third generation malayaal’is and the role of malayaal’am in the community in shaping their perceptions of cultural identity. The study revealed that malayalam had less utilitarian purposes in the lives of third generation malayalees than it did amongst first generation malayaal’is. Singaporean malayaal’is who have been in singapore for the last 50 years and their family members also identified themselves as a separate group from native malayalees from india.

Argumentative Essay Sweatshops

As a fourth/third maternal/paternal generation singaporean malayaal’i, i was raised with a strong sense of belonging to a minority community and culture that seemed to be overshadowed by the larger tamil speaking population. Malayaal’am was spoken only at home if at all and whenever we met other members of the family or community. The other options were either malay or mandarin which were deemed to be far more removed from my mother tongue than tamil. English was used in all other spheres of our lives and being the medium of instruction in school, it became the matrix language of my peers. Not surprisingly my peers and i were more proficient in english and tamil than in spoken malayaal’am. Formal malayaal’am classes had not been introduced in the early 1990s in singapore, which meant that members of my generation never learnt to read nor write in malayalam in a school setting. Vishu and on’am, the two main malayaal’i festivals were often relegated to being celebrated the subsequent weekend with dear ones as it was not an official holiday on our calendar.

Nevertheless, many of us developed a strong sense of allegiance to our culture namely through the efforts of our parents and the malayaal’i community. At the same time, it is undeniable that the second and third generation malayaal’is have acquired the habits and practices of other cultures in singapore and incorporated features of local languages to form a hybrid variety: singaporean malayaal’am pillai, 2010. Cultural identities are shaped by the individual’s and community’s language choices in various societal and situational contexts foucault, 1977, mccarthy amp crichlow, 1993. They are shaped by the way individuals identify themselves within a larger cultural and social framework and their relationships to dominant groups in the society verkuyten, 1995. Linguistic minority populations like the speakers of malayaal’am in singapore and malaysia, who have been reported to having experienced language shift govindasamy amp nambiar, 2003 pillai, 2010 have also to grapple with an additional identity related issue. This chapter explores the relationship between language use and cultural identity of tri generational malayaal’i families in singapore.

The analysis considers both proficiency levels of third generation malayaal’is and the role of malayaal’am/singaporean malayaal’am in the community in shaping their perceptions of cultural identity. arthur feinstein 1955 memorial english honors award: b. William hochman 1955 memorial prize in american literature: edwin r. academy of american poets prize: the academy of american poets prize is offered for the best poem or group of poems submitted to the english/creative writing department. jacobson laing award in poetry: the alexander laing memorial writing award will be given to an undergraduate for the best manuscript of original poems. Competition for the lockwood prize is open to undergraduates classified as junior. The thomas henry ralston vi english 80 prize is for the most outstanding student in english 80.

Spengemann award in writing is given for a work of prose or poetry distinguished by its formal precision, as well as its original, innovative, or iconoclastic approach to its subject matter. The mecklin prize is for the best student writing in creative nonfiction or journalism. the erskine caldwell prize: the erskine caldwell prize is awarded to students whose written work in the short story is most outstanding.

On february 13, 1962, the dartmouth college faculty passed unanimously the following resolution the text was updated by faculty vote on may 17, 19: whereas, on february 1, 1962, a majority vote of the student body adopted the principle that lsquo all academic activities will be based on student honor rsquo and thereby accepted the responsibility, individually and collectively, to maintain and perpetuate the principle of academic honor. The faculty of dartmouth college, in recognizing the responsibility of students for their own education, assumes intellectual honesty and integrity in the performance of academic assignments, both in the classroom and outside. Each student upon enrollment at dartmouth college accepts this responsibility with the understanding that any student who submits work which is not his or her own violates the purpose of the college and is subject to disciplinary actions, up to and including suspension and separation.

The faculty recognizes its obligation: a to provide continuing guidance as to what constitutes academic honesty b to promote procedures and circumstances which will reinforce the principle of academic honor c to review constantly the effective operation of this principle. The practice of proctoring examinations is hereby discontinued, though a teacher may be present at appropriate times for the purpose of administration or to answer questions. The committee on standards shall undertake: a to publish and interpret the resolution on academic honor to the student body each year b to adjudicate reported violations according to established procedures c to review constantly the effective operation of this principle and, if necessary, make recommendations to the faculty for maintaining the spirit of this resolution.

The faculty, administration and students of dartmouth college recognize the academic honor principle as fundamental to the education process. Any instance of academic dishonesty is considered a violation of the academic honor principle and may subject a student to disciplinary action up to and including separation from the college. Fundamental to the principle of independent learning are the requirements of honesty and integrity in the performance of academic assignments, both in the classroom and outside. Dartmouth operates on the principle of academic honor, without proctoring of examinations. Any student who submits work which is not his or her own, or commits other acts of academic dishonesty, violates the purposes of the college and is subject to disciplinary actions, up to and including suspension or separation. The academic honor principle depends on the willingness of students, individually and collectively, to maintain and perpetuate standards of academic honesty. Each dartmouth student accepts the responsibility to be honorable in the student rsquo s own academic affairs, as well as to support the principle as it applies to others.

1St Year English Guess Paper 2012 Fsd

Any student who becomes aware of a violation of the academic honor principle is bound by honor to take some action. The student may report the violation, speak personally to the student observed in violation of the principle, exercise some form of social sanction, or do whatever the student feels is appropriate under the circumstances. If dartmouth students stand by and do nothing, both the spirit and operation of the academic honor principle are severely threatened. These focus on plagiarism and on academic dishonesty in the taking of examinations, the writing of papers, the use of the same work in more than one course, and unauthorized collaboration. This list of examples covers the more common violations but is not intended to be exhaustive. Any student giving or receiving assistance during an examination or quiz violates the academic honor principle. Plagiarism is defined as the submission or presentation of work, in any form, that is not a student rsquo s own, without acknowledgment of the source.

with specific regard to papers, a simple rule dictates when it is necessary to acknowledge sources. If a student obtains information or ideas from an outside source, that source must be acknowledged. Another rule to follow is that any direct quotation must be placed in quotation marks, and the source immediately cited. Students are responsible for the information concerning plagiarism found in sources and citation at dartmouth college at use of the same work in more than one course. Submission of the same work in more than one course without the prior approval of all professors responsible for the courses violates the academic honor principle.

The intent of this rule is that a student should not receive academic credit more than once for the same work product without permission. The rule is not intended to regulate repeated use of an idea or a body of learning developed by the student, but rather the identical formulation and presentation of that idea. Thus the same paper, computer program, research project or results, or other academic work product should not be submitted in more than one course whether in identical or rewritten form without first obtaining the permission of all professors responsible for the courses involved. Students with questions about the application of this rule in a specific case should seek faculty advice. Whether or not collaboration in course work labs, reports, papers, homework assignments, take home tests, or other academic work for credit is permitted depends on expectations established in individual courses.