I would like you to write me this essay about my experience as a language learner (IN THE USA). Please follow all the guidance and the question in the essay prompt. Let me know if you have any question 🙂 Essay 4: My experience as a language learner (Narrative Essay) Learning a new language is a long and ongoing process. It is also a multi-layered process, with at least the five layers described below. All of these layers contribute to how ‘good’ you are (or how ‘good’ you are perceived to be) at the new language. In this essay you get to tell your story as a language learner by unpacking and making explicit what the layers in your story look like. Your story is important because language is an integral part of a person’s identity. One of the goals of this essay is to help you better understand your own story and how that has shaped your identity. Addressing the different layers of your story will help you explain your attitudes about the languages you speak, why you have these attitudes and how these attitudes affect how you see yourself. This, in turn, will help you better explain who you are and your journey in the US to classmates, neighbors, friends, family and potential employers here or at home. Your essay must address the points in each of the 5 layers below. It should incorporate revised (NOT copy-pasted) elements of your diagnostic and first three essays and should reflect a semester’s worth of reflection on these themes. You may also want to incorporate parts from your grammar journals if it will be helpful in making your point. You are free to organize it in a linear fashion in the form of a prose timeline or in a thematic fashion or any other order you choose, as long as there is a clear structure, which is previewed at the beginning of the paper, and there are transitions between ideas. Your essay should be a minimum of 4 pages (double spaced, Times New Roman 12-point font with 1 inch margins all around). You will be graded on: A) Content: The essay addresses the points in each of the 5 layers in a depth appropriate for a college level, end of the semester reflection essay. Evidence is used to support claims. Revised elements of past papers are incorporated. [60pts] B) Coherency/Flow: The essay is coherently arranged, paragraphs are well organized, and there are appropriate transitions between sections. [30pts] C) Expression: Information and ideas are clearly articulated throughout the paper. Editing has occurred and effort has been made to correct spelling, punctuation and grammar mistakes (as evidenced by turning in all parts of the writing process). [10pts] The motivation layer: Different people have a diverse set of reasons for choosing to study a new language. It can be undertaken as a way to obtain better financial/employment opportunities, to fulfill a requirement, for gaining social capital, to facilitate travel abroad, due to interest in a particular culture, to make new friends, and/or to gain new perspectives on the world, among other things. The reasons that an individual learner or a particular culture chooses to study a new language plays an important role in the success of the learner and in informing how the learner and the learner’s culture go about learning/teaching a new language. The grammar layer: Once someone has made the choice to learn a new language, they often turn to dictionaries and grammar books, i.e. just trying to master the fundamentals the language itself. This exercise may take place through individual study or in a classroom setting. The resources available to the language learner during this process will vary. If receiving classroom instruction, the content can differ widely. Different programs give different emphasis to learning vocabulary, grammar and culture. Some focus more on reading and writing, others focus more on just speaking and some focus on all three. Naturally, all of these factors will have an impact on a learner’s knowledge of and fluency in the new language. The culture layer: In addition to learning vocabulary and grammar, language learning also involves learning culture. For some learners, this cultural knowledge was an early part of their language education, and they feel rely on this cultural knowledge to help them in cases where their knowledge of the language fails. For others, their first real lesson comes when the go to a country where the new language is spoken and realize that, though they may have gotten excellent grammar scores, they cannot participate in daily conversations due to lack of cultural knowledge. Along with knowledge of vocabulary and grammar, knowledge of culture plays a key role in how fluent and confident a learner will feel when speaking the new language with native speakers of that language. The education style layer: Another layer in the process that often is not as obvious has to do with teaching style and philosophy. Some learners come from environments where asking questions was punished, rote memorization to pass exams was the golden standard and teachers were revered. Others come from environments where the good students were the ones who could ask good questions, apply knowledge and debate with the teachers. This can lead to confusion about what is expected of students in the classroom in the new country. Additionally, learners often transfer their own cultural ways of organizing and presenting knowledge to the ways they organize and present in their new language. For example, some cultures prefer linear organization while others prefer circular styles. Since many people do not know what their style of organization and presentation is and since many educators are not aware of style distinct from their own, learners can often become confused and discouraged as they try to interpret comments that papers and presentations are not well organized. The resiliency layer: Learning a new language and being able to use it to live comfortably in a new country is hard. Language learning in country is sure to result in misunderstandings and mistakes due to lack of knowledge of grammar, culture or the educational system. Doing it successfully requires the development of a number of broader ‘life’ skills. Learners frequently do not realize they have these skills since it is easier to see what they still need to learn, than to see how far they have already come. Purchase answer to see full attachment Tags: english language cultural background language learners intensive reading learning process User generated content is uploaded by users for the purposes of learning and should be used following our company’shonor code & terms of service.

MLA In-Text Citations: The Basics

Guidelines for referring to the works of others in your text using MLA style are covered throughout the MLA Handbook and in chapter 7 of the MLA Style Manual. Both books provide extensive examples, so it’s a good idea to consult them if you want to become even more familiar with MLA guidelines or if you have a particular reference question.

BASIC IN-TEXT CITATION RULES

In MLA Style, referring to the works of others in your text is done using parenthetical citations. This method involves providing relevant source information in parentheses whenever a sentence uses a quotation or paraphrase. Usually, the simplest way to do this is to put all of the source information in parentheses at the end of the sentence (i.e., just before the period). However, as the examples below will illustrate, there are situations where it makes sense to put the parenthetical elsewhere in the sentence, or even to leave information out.

General Guidelines

• The source information required in a parenthetical citation depends (1) upon the source medium (e.g. print, web, DVD) and (2) upon the source’s entry on the Works Cited page.
• Any source information that you provide in-text must correspond to the source information on the Works Cited page. More specifically, whatever signal word or phrase you provide to your readers in the text must be the first thing that appears on the left-hand margin of the corresponding entry on the Works Cited page.

IN-TEXT CITATIONS: AUTHOR-PAGE STYLE

MLA format follows the author-page method of in-text citation. This means that the author’s last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author’s name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful feelings” (263).

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263).

Wordsworth extensively explored the role of emotion in the creative process (263).

Both citations in the examples above, (263) and (Wordsworth 263), tell readers that the information in the sentence can be located on page 263 of a work by an author named Wordsworth. If readers want more information about this source, they can turn to the Works Cited page, where, under the name of Wordsworth, they would find the following information:

Wordsworth, William. Lyrical Ballads. Oxford UP, 1967.

IN-TEXT CITATIONS FOR PRINT SOURCES WITH KNOWN AUTHOR

For print sources like books, magazines, scholarly journal articles, and newspapers, provide a signal word or phrase (usually the author’s last name) and a page number. If you provide the signal word/phrase in the sentence, you do not need to include it in the parenthetical citation.

Human beings have been described by Kenneth Burke as “symbol-using animals” (3).

Human beings have been described as “symbol-using animals” (Burke 3).

These examples must correspond to an entry that begins with Burke, which will be the first thing that appears on the left-hand margin of an entry on the Works Cited page:

Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method. University of California Press, 1966.