College affordability has become a frequent topic of conversation—in academic research, in politics, in schools, and in households.
a. In the excerpt we read from “Paying the Price”, author Sara Goldrick-Rab outlines several key components of the financial aid system. In your own words, identify the main argument in this excerpt. From a student perspective, do you agree with this argument? Why or why not?
b. Next, let’s take a closer look at higher education data.
Select one of the figures/tables/charts presented in Baum & Johnson’s “Financing Public Higher Education” report and briefly summarize the data or trend that it displays. What are the sociological implications of this data/trend?
Similarly, the NYTimes piece shows that there is socioeconomic variation across colleges & universities. Select one of the figures/tables/charts in the NYTimes article and briefly summarize the data or trend that it displays.
concerning the deep lexical expertise, L2 newbies want to have extra than just a superficial expertise of the that means. The intensity measurement ought to cover such additives as pronunciation, spelling, which means, check in, morphology, syntax, collocational homes, and frequency (Qian, 2002). Qian’s framework suggests that the intensity of lexical information is as an essential as vocabulary length and it incorporates lexical traits such as phonemic, morphemic, semantic, collocation, and graphemic properties that play a sizable function in reading comprehension. kingdom’s (2001:27) version of the difference between receptive and effective phrase expertise consists of three main elements: (1) form, such as spoken shape (how the phrase is reported), written form (How the word is written and spelled), and phrase elements (what components inside the word are recognizable), (2) that means, consisting of form and that means (what that means the word shape alerts), idea and referents (what items the concept can talk over with), institutions (what other phrases does this make us consider), and (3) use of the word, inclusive of grammatical capabilities (in what styles the word takes place), collocations (what phrases or varieties of phrases arise with this one), and constraints of use (in which, whilst, and the way frequently could we anticipate to satisfy this phrase: register, frequency, and so forth.). Laufer (1990:148) highlights six linguistic components of lexical understanding: shape (spotting the spoken and written form, being able to pronounce and spell the phrase effectively), word structure (spotting the primary morphemes and word derivations), syntactic sample in a sentence, which means, lexical members of the family with different words (synonymy, antonymy, hyponymy), and commonplace collocations. according to Nassaji (2004) look at, wherein he examined the connection between L2 newcomers depth of lexical knowledge, learners’ lexical inferencing, and their achievement in deriving phrase meaning from context, concludes that there is a huge dating among the depth of lexical information and the form of method used and the diploma in success done. Nassaji’s (2004) results indicate that the students with more potent intensity of lexical information use certain techniques (morphological analysis, and grammar-based totally approach) greater often than those of weaker intensity of lexical expertise; and intensity of lexical understanding has made a significant contribution to fulfillment in making inferences approximately unusual lexical items. Linguistic information-based totally processes main into incidental lexical acquisition Fraser (1999) done a study on lexical methods and has discovered that L2 newbies have a tendency to apply numerous methods once they come upon unexpected words in a analyzing text. Fraser has observed that about 50% of the followed approaches are lexical inferring techniques that have been based on preceding LKSs. This use of previous know-how is one of the direct strategies which Oxford (1990:nine) describes as being “guessing intelligently” compensatory process, that is “used to make up for constrained [lexical] know-how” (Oxford, 2002:128). Corder’s (noted in Davies, 1999) view of implemented linguistics, which dep>GET ANSWER