Sensory deprivation and disability – visual impairment may reduce a person’s ability to see faces or read written signs and leaflets. Hearing impairment may limit conversation. Conditions such as cerebral palsy, stroke, cleft palate, Down’s syndrome and autism tend to limit a person’s ability to communicate verbally and non-verbally; difficulties interpreting non-verbal communication are typical of autism. Language and cultural differences – the UK is a multicultural country with a mix of different ethnic groups and language. Jargon, slang and use of acronyms – these forms of language only make sense to people with specialist knowledge.
| 4 pointsThe paper has a clear introduction and conclusion but the body is not focused and clear and the MLA documentation (if applicable) was given | 6 pointsThe paper has a defined body of the paper but the other parts are not defined and the MLA documentation is given (if applicable) | 8 pointsThe paper has a clear segments in the paper but certain areas are not expounded upon enough and the MLA documentation is given (if applicable) | 10 pointsThe paper has a clear segments and each section is the appropriate length AND the MLA documentation is given (if applicable) | Comments: | 0 pointsMany grammatical errors that make the paper hard to understand | 2 pointsMany grammatical errors, but some of the substance of the paper is understandable | 4 pointsSeveral grammatical errors, but the paper is understandable | 6 pointsSome grammatical and spelling errors and the paper is hard to understand | 8 pointsSome grammatical and spelling errors and the paper is hard to understand | 10 pointsFew to no grammatical errors and the paper is easy to understand | Comments
Major errors; difficult to follow; descriptions of calculations are not included. Calculations are incomplete Calculations missing Well written. Questions are answered correctly in clear, complete sentences as part of the overall discussion. Reasonably well written, but contains typos, is missing a discussion point, or a minor error. Questions are answered numerically, not as part of the overall discussion.
As can be seen in the bar chart and the frequency table, the mode, or most frequent occurring household size, is 2 with 15 out of the 50 households being this size. The third variable that we interpreted was credit balance, a quantitative variable. We used a descriptive statistics table, histogram, and dotplot to understand the data
A study has done by Daes (1996) states that Australia indigenous people had spoken by more than 250 languages. Most of them were come from many European countries. Many of languages already have extinct. Now a day, about fifteen languages still being spoken by Australian aboriginal but English is become now main language among them. In addition, aboriginal and Torres Strait Islander people are living in main cities, regional, remote, and very remote area.
He gave participants two lists with similar or dissimilar acoustic and semantic words. Baddely found that in STM the words that sounded similar were remembered least well and participants were more confused with these acoustically similar words. In LTM the words
Both of these stories have many differences, though the three main differences are in the use of diction, irony, and point of view The first difference is in the use of diction between both stories. Diction is known as the form of language being used with in the story. In “A Rose for Emily” the narrator uses formal diction. Formal diction is understood as a dignified, elevated, higher class sense of language; in another meaning, it’s using less common words. For example, the narrator shows a use of informal diction when they use words such as, “….perpetuity….tableau….jalousies” (91-94).
Written vs Spoken language There are many differences that can be noted between written and spoken language. Sometimes speaking in a way that things would normally be written, or writing in a way that people speak can lead to language sounding strange, unnatural or inappropriate. When speaking people tend to include contractions such as I’ll or don’t that tend not to be appropriate in formal written language. There are also many slang words that are popped into spoken language, that depending on the context are not strictly correct in written language. There are other language conventions that are constantly broken in spoken language, which are more strictly adhered to in written language.
Damage to this area will cause the person to still be able to speak clearly, but the words that are put together make no sense. They are connected by the arcuate fasciculus which is a pathway made of neurons. Dysfunction and Disorders If damage is caused to Broca’s area it would mainly impair your speech and your ability to understand and produce language/speech. Some specific Dysfunctions would be fully not being able to speak, not being able to understand language, not being able to properly form words and sentences, and slowed/slurred speech. A specific speech disorder is Broca’s Aphasia, where people with this disorder are able to understand what is being said to them, but unable to fluently speak.
Rubric Template Analytical Scoring Rubric 1=Poor 2=Fair 3=Good 4=Outstanding Aspects|Criteria (Descriptions of Scoring Levels)|Score| Editorial Aspect 1: Punctuation|1. There are four or more punctuation errors present.|| |2. There are two or more punctuation errors present.|| |3. There is one punctuation error present.|| |4. No punctuation errors present.|| Editorial Aspect 2: Spelling|1.