"Subjects" of some kind there must be, of course. One cannot learn the theory of grammar without learning an actual language, or learn to argue and orate without speaking about something in particular. The debating subjects of the Middle Ages were drawn largely from theology, or from the ethics and history of antiquity. Often, indeed, they became stereotyped, especially towards the end of the period, and the far-fetched and wire-drawn absurdities of Scholastic argument fretted Milton and provide food for merriment even to this day. Whether they were in themselves any more hackneyed and trivial than the usual subjects set nowadays for "essaywriting" I should not like to say: we may ourselves grow a littleweary of "A Day in My Holidays" and all the rest of it. But mostof the merriment is misplaced, because the aim and object of the debatingthesis has by now been lost sight of.
At the core of computational essays is the idea of expressing computational thoughts using the Wolfram Language. But to do that, one has to know the language. Now, unlike human languages, the Wolfram Language is explicitly designed (and, yes, that’s what I’ve been doing for the past 30+ years) to follow definite principles and to be as easy to learn as possible. But there’s still learning to be done.
Learning A Second Language Essay - 1881 Palabras | …
So what can go wrong? Well, like English prose, Wolfram Language code can be unnecessarily complicated, and hard to understand. In a good computational essay, both the ordinary text, and the code, should be as simple and clean as possible. I try to enforce this for myself by saying that each piece of input should be at most one or perhaps two lines long—and that the caption for the input should always be just one line long. If I’m trying to do something where the core of it (perhaps excluding things like display options) takes more than a line of code, then I break it up, explaining each line separately.
IELTS Writing Task 2: 'language learning' topic - Simon
These standards shall be comparable in rigor and specificity to the standards for English language arts adopted.
Important communication to assist local educational agencies in providing appropriate services and programs for English learners.