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Even though this is an .com site it's written by someone who has experience in this matter and it's really interesting because it basically tells you what to do. and when the author did this, he got into a really good school.

This website has many well-written examples of sample college essays. The only problem with these is that they are not categorized into either well written, or really long. How to conceive, create, and perfect it essay is right because it is very difficult to start your essay. Basically this essay is talking about how this person got writer's block, and how she overcame it.

"All of the justices talk about "legalese" in disparaging terms, and many refer to great fiction writers as masters of language. ... That sentiment is echoed by Breyer, who points to Proust, Stendhal and Montesquieu as his inspirations. Justice Anthony Kennedy loves Hemingway, Shakespeare, Solzhenitsyn, Dickens and Trollope. ..."

The Spelling Society speculates that English may just be the world's most irregularly spelled language. Masha Bell, the vice chair of the English Spelling Society and author of the book Understanding English Spelling, analyzed the 7,000 most common English words and found that 60 percent of them had one or more unpredictably used letters. As there's no systematic way to learn to read or write modern English-people have to memorize the spelling of thousands of individual words, file them away in their mental databases, and retrieve them when needed--English-speaking children typically needed about three years to master the basics of reading and writing, whereas their counterparts in most European countries needed a year or less. Moreover, English-speaking children then spend years progressing through different reading levels and mastering the spelling of more and more words. That means it typically takes English-speaking children at least 10 years to become moderately proficient spellers-memorizing about 400 new words per year-and because they forget and have to revise many of the spellings they've previously learned, "learning to spell is a never-ending chore."

How exactly does the technology we use to read change the way we read? How reading on screens differs from reading on paper is relevant not just to the youngest among us, but to just about everyone who reads-to anyone who routinely switches between working long hours in front of a computer at the office and leisurely reading paper magazines and books at home; to people who have embraced e-readers for their convenience and portability, but admit that for some reason they still prefer reading on paper; and to those who have already vowed to forgo tree pulp entirely. As digital texts and technologies become more prevalent, we gain new and more mobile ways of reading-but are we still reading as attentively and thoroughly? How do our brains respond differently to onscreen text than to words on paper? Should we be worried about dividing our attention between pixels and ink or is the validity of such concerns paper-thin?

Tibetan Entrepreneur detained for one and a half months according to his family. He writes and posts things to his Sina Weibo account and many of his posts express how he feels about the gradual extinction of Tibetan culture, he wants to enhance bilingual education. Chinese-ruled Tibetan regions have Mandarin taught as the main language and teach Tibetan like a foreign language.

China has sharply scaled back, and restricted, the teaching of languages spoken by ethnic minorities in its vast western regions in recent years, promoting instruction in Chinese instead as part of a broad push to encourage the assimilation of Tibetans, Uighurs and other ethnic minorities into the dominant ethnic Han culture. The Education Ministry says a goal is to "make sure that minority students master and use the basic common language." and some parents have welcomed the new emphasis on teaching Chinese because they believe it will better prepare their children to compete for jobs in the Chinese economy and for places at Chinese universities. But the new measures have also stirred anxiety and fueled resentment, with residents arguing that they threaten the survival of ethnic identities and traditions already under pressure by migration, economic change and the repressive policies of a government fearful of ethnic separatism.

This article compares hispanics use of Spanish and English when speaking and reading, as a first language, in daily activities, and thinking. The facts are represented by graphs and survey results.

"Everyone's entitled to their opinion regarding pronoun acceptability." The use of singular "they" has always been a bit disreputable - you might say it, but you wouldn't want to write it down. But now it's a pronoun whose hour has come. A few months ago, the Washington Post style guide accepted it. And it's been welcomed by people who identify as genderqueer And who feel that "he" And "she" don't necessarily exhaust all the gender possibilities. Universities allow students to select it as their personal pronoun. And so does Facebook, so that your friends will get notices like "Wish them a happy birthday." This use of "they" has been around for a long time. It shows up in Shakespeare, Dickens And George Bernard Shaw. Jane Austen was always saying things like "everybody has their failing." But the Victorian grammarians made it a matter of schoolroom dogma that one could only say "Everybody has his failing," with the understAnding that "he" stood in for both sexes. That rule wasn't really discredited until the 1970s, when the second-wave feminists made the generic masculine the paradigm of sexism in language. Male critics ridiculed their complaints as a "libspeak tantrum" And accused them of suffering from "pronoun envy." But most writers now realize that the so-called gender-neutral "he" is anything but. Nobody would ever say, "Every cAndidate thanked his spouse, including Hillary." When you utter "he," you always bring a male to mind. But once the generic masculine fell out of favor, what were we going to replace it with? People weren't about to adopt a brAnd-new gender-neutral pronoun the way they were adopting gender-neutral job descriptions. "He or she" was impossibly clunky. It was time to restore singular "they" to respectability. And that's been happening, even in edited books And the media.

The English Proficiency Index ranks Swedes as the #1 non-native speakers of English. This Japanese study examines some factors that may've contributed to Swedesʻ successful language learning, including 1. Foreign language learning is compulsory and comprehensive in Sweden, and there are set minimum hours for instruction. Beginning in 1995, the Swedish educational system introduces English in Gr. 1, a second language in Gr. 6, and a third (yes, you read that right!) language in Gr. 8, 2) the perception that English= high status language (overall, in the EU, English is the most taught language and the most desirable for business and academic purposes), 3) Communicative Language Learning approach to teaching English: the foreign language class is taught in the target language 4)Higher expectations for teaching credentials; even elementary school teachers must have graduate school credits, 5) Linguistic similarities between L1= Swedish and target L2= English, as both share Proto-Norse as their linguistic ancestor, 6) High frequency of English terms absorbed into Swedish as a result of globalization, particularly pop culture, 7) Adoption of CLIL (Content and Language-Integrated Learning): in other words, English is the language of instruction for non-language disciplines.

In 2010, then CIA Director, Leon Panetta, urged renewed focus on the critical need for Americans to master foreign languages at a national summit that brought together policymakers, members of Congress, Intelligence Community officials, and leading language educators from across the country. "For the United States to get to where it needs to be will require a national commitment to strengthening America's foreign language proficiency," Director Panetta said. "A significant cultural change needs to occur. and that requires a transformation in attitude from everyone involved: individuals, government, schools and universities, and the private sector." He urged schools and universities to reach beyond reading, writing, and arithmetic to "the fourth R": the reality of the world we live in. Language skills are vital to success in an interconnected world, he said, and they are fundamental to US competitiveness and security.

The key takeaways: 1. Ensuring rich, socially-contextualized language exposure in both languages. Pediatricians advise non-English-speaking parents to read aloud and sing and tell stories and speak with their children in their native languages, so the children get that rich and complex language exposure, along with sophisticated content and information, rather than the more limited exposure you get from someone speaking a language in which the speaker is not entirely comfortable. 2. Exposure has to be person-to-person; screen time doesn't count for learning language in young children - even one language - though kids can learn content and vocabulary from educational screen time later on. 3. It does take longer to acquire two languages than one, says Dr. Erika Hoff, a developmental psychologist who specializes in early language development. "A child who is learning two languages will have a smaller vocabulary in each than a child who is only learning one; there are only so many hours in the day, and you're either hearing English or Spanish," Dr. Hoff said. The children will be fine, though, she said. They may mix the languages, but that doesn't indicate confusion. "Adult bilinguals mix their languages all the time; it's a sign of language ability," she said. 4. If exposed to the target languages at a younger age, children generally will sound more nativelike. On the other hand, older children may learn more easily. Gigliana Melzi, a developmental psychologist and associate professor of applied psychology, states, "The younger you are, the more head start you have," she said. "The older you are, the more efficient learner you are, you have a first language you can use as a bootstrap."

Studies suggest a link between negative cognition (a.k.a. negative thinking) and increased propensity for guilt, chronic anxiety clinical depression. (Apparently, women are more prone to negative cognition than men.) Psychology professor Emeritus Tom Stevens of California State University describes some common negative thinking pitfalls and offers advice as to what you can do instead. Research has supported the efficacy of cognitive therapy (called cognitive restructuring) that replaces these styles with more positive thinking. 1. Negative bias. Negative bias is a tendency to look at the more negative side of some event, person, object, or situation. It gives a negative interpretation or a negative point of view for looking at a situation. Instead think: I will assume the best instead of assume the worst. Positive self-fulfilling prophesies tend to create positive outcomes; negative self-fulfilling prophesies tend to create negative outcomes. Negative explanations of my own or other peoples' underlying motives cause me to intensify my anger or other negative feelings. Assuming the world is a hostile place creates fear, anxiety, and anger. 2. Negative selective abstraction. Selective abstraction means taking negative features of a situation out of context and exaggerating their significance. Usually it also means negating positive features. Example: A student who gets four "A"s and one "C," then focuses on the "C's." Instead think: I will list at least one positive feature for each negative feature. I will limit my focus on negative features to constructive thoughts about how I can either accept or change the negative features. 3. Overgeneralization. When we overgeneralize, we assume far-reaching conclusions from limited data. A student made a "D" on one test. She overgeneralizes, she doesn't just think "Well, I messed up on that one test. Instead, "I may not pass the course, not ever finish college." "I must be stupid and a failure." "My whole life is ruin

Words like potlatch, saltchuck, kanaka, skookum, sticks, muckamuck, tyee and cultus hail from a near-forgotten language, Chinook Wawa, once spoken by more than 100,000 people, from Alaska to the California border, for almost 200 years. Known as Chinook Jargon or Chinook Wawa ('wawa' meaning talk), this was a trade, or pidgin, language that combined simplified words from the First Nations languages of Nuu-chah-nulth (Nootka), Chinook and others, as well as from French and English. It was used so extensively that it was the language of courts and newspapers in the Pacific Northwest from about 1800 to 1905. Chinook Wawa was developed to ease trade in a place where there was no common language. On the Pacific Coast at the time, there were dozens of First Nations languages, including Haida, Tlingit, Tsimshian, Nuu-chah-nulth, Haisla, Heiltsuk, Kwakwaka'wakw, Salishan and Chinook. After European contact, which included Captain Cook's arrival in 1778, English, French, Spanish, Hawaiian, Chinese, Japanese and Portuguese were gradually added to the mix. While pidgin languages usually draw most of their vocabulary from the prestige language, or colonising culture, unusually, in the case of Chinook Wawa, two thirds of the language is Chinook and Nuu-chah-nulth with the rest being made up mostly of English and French.

Here's how to be more emotionally intelligent: 1. Emotions are concepts: They're not hardwired or universal. They're learned. 2. Emotional intelligence starts with emotional granularity: If your doctor came back with a diagnosis of "you're sick", you'd sue the quack for malpractice. Doctors need to be able to distinguish between "chancre" and "cancer." and you need to know the difference between "sad" and "lonely." 3. Emotional intelligence is in the dictionary: You can't feel Fremdschämen if you don't know what it is. So learn new emotion words so you can feel new emotions and increase your emotional granularity, that is, the ability to distinguish the emotions you feel and recognize them as distinct and different. 4. Create new emotions: We could all use a little more "passion-o-rama" in our lives. Name those unnamed feelings you have and share them with others to make them real. In sum, finding specific words to describe the particularities of what you're feeling can lead to greater mental health. The article also discusses the differences that cultures/languages have in re: feelings and emotions we might've previously assumed were universal.

How do humans construct their mental representations of the passage of time? The universalist account claims that abstract concepts like time are universal across humans. In contrast, the linguistic relativity hypothesis holds that speakers of different languages represent duration differently. A 2017 study conducted by Panos Athanasopoulos, Professor of Linguistics and English Language at Lancaster University, and felllow linguist Emanuel Bylund, shows that bilinguals do indeed think about time differently, depending on the language context in which they are estimating the duration of events. Learning a new way to talk about time really does rewire the brain. Our findings are the first psycho-physical evidence of cognitive flexibility in bilinguals. It seems that by learning a new language, you suddenly become attuned to perceptual dimensions that you weren't aware of before. The fact that bilinguals go between these different ways of estimating time effortlessly and unconsciously fits in with a growing body of evidence demonstrating the ease with which language can creep into our most basic senses, including our emotions, our visual perception and now it turns out, our sense of time. But it also shows that bilinguals are more flexible thinkers and there is evidence to suggest that mentally going back and forth between different languages on a daily basis confers advantages on the ability to learn and multi-task, and even long term benefits for mental well-being.

Food for thought: " A few weeks ago, the world on my phone seemed more compelling than the offline world - more colorful, faster-moving and with a bigger scope of rewards. I still love that world, and probably always will. But now, the physical world excites me, too - the one that has room for boredom, idle hands and space for thinking. I no longer feel phantom buzzes in my pocket or have dreams about checking my Twitter replies. I look people in the eye and listen when they talk. I ride the elevator empty-handed. and when I get sucked into my phone, I notice and self-correct. It's not a full recovery, and I'll have to stay vigilant. But for the first time in a long time, I'm starting to feel like a human again."

What we have learned is that the answer to this question is complicated. To some extent, it's a chicken-and-egg question: Are you unable to think about things you don't have words for, or do you lack words for them because you don't think about them? Part of the problem is that there is more involved than just language and thought; there is also culture. Your culture-the traditions, lifestyle, habits, and so on that you pick up from the people you live and interact with-shapes the way you think, and also shapes the way you talk.

Have you ever had trouble describing one of your experiences? This article explores how language can restrict us. For example, color is fluid, but language isn't; at one point the color is going to change from red to orange when yellow is slowly added to it. Moreover, the environment in which we live has an influence on the words we use and the ones even in our language. Guugu Yimithirr doesn't have words for the English equivalent of "left", "right", "up", or "down". Instead, directional words (North, South, East, and West) are used. Languages have a great way of affecting how we think and offering new insights.

This speech accent archive, headed by Steven Weinberger, a linguistics professor at George Mason University, is a project of the linguistics program in the Department of English, the College of Arts and Science's Technology Across the Curriculum program, and the Center for History and New Media at George Mason University. The archive uniformly presents a large set of speech samples from a variety of language backgrounds. Native and non-native speakers of English read the same paragraph and are carefully transcribed. The archive is used by people who wish to compare and analyze the accents of different English speakers. This website allows users to compare the demographic and linguistic backgrounds of the speakers in order to determine which variables are key predictors of each accent. The speech accent archive demonstrates that accents are systematic rather than merely mistaken speech. Each individual sample page contains a sound control bar, a set of the answers to 7 demographic questions, a phonetic transcription of the sample,1 a set of the speaker's phonological generalizations, a link to a map showing the speaker's place of birth, and a link to the Ethnologue language database. The archive also contains a set of native language phonetic inventories so that you can perform some contrastive analyses.

Are the 10% of people who are left-handed and of those whose language is located in the brain's right hemisphere the same? Is the location of language areas in the brain correlated to handedness? Through an innovative approach using a large psychometric and brain imaging database, researchers demonstrated that the location of language areas in the brain is independent of left- or right-handedness, except for a very small proportion of left-handed individuals whose right hemisphere is dominant for both manual work and language.

Through an innovative approach using a large psychometric and brain imaging database, researchers have demonstrated that the location of language areas in the brain is independent of left- or right-handedness, except for a very small proportion of left-handed individuals whose right hemisphere is dominant for both manual work and language.

Through an innovative approach using a large psychometric and brain imaging database, researchers have demonstrated that the location of language areas in the brain is independent of left- or right-handedness, except for a very small proportion of left-handed individuals whose right hemisphere is dominant for both manual work and language.