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1/ No military should have to write a thread like this, but we can’t stand idly by when there are important questions that must be asked: Last week, a Hezbollah arms depot exploded in the middle of a neighborhood in southern Lebanon ...but why was it there in the first place? https://t.co/uxZCCQv9er Source: https://twitter.com/IDF/status/1309947480767967233 Uploader: Israel Defense Forces

1/ No military should have to write a thread like this, but we can’t stand idly by when there are important questions that must be asked: Last week, a Hezbollah arms depot exploded in the middle of a neighborhood in southern Lebanon ...but why was it there in the first place? https://t.co/uxZCCQv9er Source: https://twitter.com/IDF/status/1309947480767967233 Uploader: Israel Defense Forces

We examined experiences of participants in "Do the Write Thing" national violence prevention program for middle-level students. Using mixed methods, we conducted surveys and focus groups with students, parents, and teachers who attended the program's National Recognition Week in Washington, DC. Results revealed important affective, behavioral, and cognitive impacts on participants, including improved relationships, increased understanding of violence, and commitment to reduce violence. Participants from cities where insufficient time and resources were devoted to the project did not experience significant change. Teachers reported developing greater empathy for their students and making substantial changes in their teaching, providing support for students and infusing activities addressing violence into their curriculum. Recommendations are made for increased program support and future research.

In writing science summaries, student writers frequently borrow language fragments from source texts. While taking a text's ideas verbatim is commonly considered a failure in writers' expected use of their own words or even plagiarism, imitating "linguistic chunks" from skilled speakers is also an effective practice in language development. This study argues for the need to investigate textual borrowing (TB) from a developmental perspective. A total of 956 U.S. upper-elementary and middle school L1 students were administered a reading comprehension test, a written summary task, and a receptive academic language assessment. Multiple indices were generated to capture TB frequency, length, and one particular function of TB (i.e., definitions). Results revealed that 68% of summaries contained at least one incidence of TB. As expected, both TB frequency and length were negatively associated with reading comprehension and academic language skills. However, students in higher grades demonstrated significantly more and longer TB in comparison to their younger counterparts when summarizing the same passage. In addition, the frequency of borrowed word strings and the ratio of definitional borrowing were positively associated with summary writing quality, and the latter association was found to be stronger for students with higher academic language skills. Implications for pedagogy and future research are discussed. [This is the online version of an article published in "Reading and Writing."]

In writing science summaries, student writers frequently borrow language fragments from source texts. While taking a text's ideas verbatim is commonly considered a failure in writers' expected use of their own words or even plagiarism, imitating "linguistic chunks" from skilled speakers is also an effective practice in language development. This study argues for the need to investigate textual borrowing (TB) from a developmental perspective. A total of 956 U.S. upper-elementary and middle school L1 students were administered a reading comprehension test, a written summary task, and a receptive academic language assessment. Multiple indices were generated to capture TB frequency, length, and one particular function of TB (i.e., definitions). Results revealed that 68% of summaries contained at least one incidence of TB. As expected, both TB frequency and length were negatively associated with reading comprehension and academic language skills. However, students in higher grades demonstrated significantly more and longer TB in comparison to their younger counterparts when summarizing the same passage. In addition, the frequency of borrowed word strings and the ratio of definitional borrowing were positively associated with summary writing quality, and the latter association was found to be stronger for students with higher academic language skills. Implications for pedagogy and future research are discussed. [This is the online version of an article published in "Reading and Writing."]