School Texts Research Articles

Toward Worlding Settler Texts: Tracking the Uses of Miles Franklin’s *My Brilliant Career* through the Curriculum

Using Miles Franklin’s My Brilliant Career as its focus, this paper explores the institutional possibilities and constraints of ‘worlding’ settler texts in secondary school and university environments. We argue that the teaching of texts, and those who teach texts in schools and universities, play a key role in negotiating national and international textual boundaries. This paper expands on the practices of reading, to incorporate an analysis of documents that frame the intended, espoused, and enacted curriculum. Examining the publication and teaching history of My Brilliant Career in Australia and overseas and the use of literature as a tool of nationalism and globalisation, this paper argues that the teaching of literature in institutions acts as material evidence of our efforts to negotiate the demands of the national and the global. Literature teaching thus powerfully contributes to the ways in which we understand the work that is undertaken, the boundaries crossed and compromises brokered when we study settler texts in globalised contexts.

PERANAN MULTIMEDIA UNTUK LAYANAN BERKESULITAN MENGGUNAAN KONJUNGSI PADA WACANA NARASI DALAM MENINGKATKAN HASIL BELAJAR

Learners Characteristics is part of the area of learning technology . The purpose from learning technology are solving learning problems. In the face of a learning problem students are competencies required of teachers . This research is background characteristics of students when learning in the classroom , including learning difficulty in the use of conjunctions or conjunctive in narrative texts. In this case it requires the handling of teachers in order to increase learners in study. This research was conducted in class VI ( six ) elementary school Sukahurip 01 Subdistrict of Cigedug regency of Garut with a total of 33 study subjects indicated learners learning difficulty. This research is purpose to find a teaching model to provide learning services for students with learning difficulty in the use of conjunctions or conjunctive in narrative texts. This research was conducted to determine : a. the role of multimedia to students' learning difficulty in using of conjunctions or conjunctive in narrative texts in elementary school of Sukahurip 01 Subdistrict of Cigedug. b .Know the role of multimedia for learning difficulty in using of conjunctions in narrative texts can improve student achievements in elementary school of sukahurip 01 the districts of Cigedug. The research method using action research through qualitative descriptive method . Descriptive qualitative method is a method used to know the diagnostic model and service that are used to cope with student' learning difficulty. The results of this researchs are a. Implementation of diagnosis of learning difficulty are data collection , data processing , identifications the factors cause learning difficulty in the use of conjunctions in narrative texts b . model of service learning is implemented through three stages are questionnaire , pretest and posttest.

Body Talk: Moving beyond speech when analysing literature discussions

The intent of this article is to promote a methodological approach to the analysis of literature discussions by adopting a conversational analytic approach that views embodied actions (including talk) as multimodal. It is argued that this analytic approach moves beyond previous studies that focus on talk only, when analysing literature discussions, and further, that such an approach contributes to an increase in our understanding of the complex meaning-making processes that are set into play when students interact on literary texts in school.

高等学校におけるマルチモーダル・テクストの理解方略指導 : 全員履修科目「国語表現I」の単元「CM分析」にみる可能性と課題

高等学校におけるマルチモーダル・テクストの理解方略指導 : 全員履修科目「国語表現I」の単元「CM分析」にみる可能性と課題

Picture Books as Mentor Texts for 10th Grade Struggling Writers

ABSTRACTThe purpose of this study was to determine if picture books in high school classrooms could enhance word choice, sentence fluency, and conventions. Previous research has not fully considered employing picture books as mentor texts in high schools. Twelve participants from two low-performing 10th grade English classes were identified as low-, medium-, or high-performing students. Using action research, students were taught from an inquiry-based approach as the teacher read aloud picture books and asked students what they noticed. Students referred to the picture books as they were challenged to improve their narrative writing. Findings demonstrated that picture books helped secondary students of all ability levels improve. Conclusions shed light on the abstract nature of sentence fluency, and showed teacher modeling to be effective.

The Pseudo-Augustinian Excerpts in Munich, Bayerische Staatsbibliothek, Clm 6389

A ninth-century manuscript copied at Freising (now Munich, Bayerische Staatsbibliothek, Clm 6389) contains a series of passages beginning Vide, Alipi mi, ubi tibi uideatur ueritas habitare. The material has at times been regarded as pseudo-Augustinian, but its content - actually a jumble of excerpts on multiple topics - has never been described or analyzed in detail. The present study takes up a suggestion by François Dolbeau that the passages are of Carolingian origin, and that their invocation of “Alypius” reflects the well-known enthusiasm of Alcuin and his colleagues for literary aliases. Further study of the passages in Clm 6389 confirms the Carolingian character of their source(s). By their content as well as their codicological setting, the extracts show frequent connections to one of Alcuin’s students in particular, Candidus Wizo, and also to the anonymous group of school texts known as the “Munich Passages.” As a further point of interest, the notable reference to “Alypius” in the excerpts is one of several indications that they were, in whole or part, written by the same author who composed the mysterious Carolingian treatise De sole et luna, published for the first time in 2006. The authorship of that text - which is also addressed to “Alypius” - invites reexamination in light of the connections between Candidus Wizo and the excerpts transmitted in Clm 6389. The character of these two sources associated with “Alypius” manifests a more complex type of “pseudo-Augustinianism” than is typical of early medieval Augustinian pseudepigrapha.

Analisis Pengarang Dalam Novel Leftenan Adnan Wira Bangsa Karya Abdul Latip Bin Talib

This study entitled “Analysis of the Novel Leftenan Adnan Wira Bangsa work Abdul Latip bin Talib” with the objective to study the thinking of the author in his work which is related to the events he undertook as well as though the experiences of other individual that are adapted in this novel. This study uses a local thory of Integrated System theory 4K or short name SPB4K introduced by Mohd Yusof Hasan. This theory is based on the philosophy of unity of thought which is thought thinking, spiritual thingking, scientific thinking and creativity thinking. In addition the study is performed to identify the author‘s mind and to analyse the author thought using the SPB4K theory. From the research done, it is concluded that all four aspect of thinking are widely used in the novel Leftenan Adnan Wira Bangsa and until now, there is no research done on it. This may due to the fact that this is a 2014 novel and it is just introduced to Form 4 to study for Zone 2 in Malaysia. This research also is expected to pull the author interest to produce more quality literature works and become the compulsory KOMSAS text for schools in Malaysia. Apart from that, this literature can eleviate the nation dignity and become the example to the society.

Biology Textbook Graphics and Their Impact on Expectations of Understanding

ABSTRACTGraphics presented alongside expository science texts can have a number of positive effects for instruction, including facilitating engagement, arousing interest, and improving understanding. However, because students harbor expectations about which contexts are likely to support better understanding, the mere presence of graphics also has the potential to lead to inaccurate judgments of understanding when those graphics do not actually lead to presumed levels of performance. Previous work has demonstrated that including graphics alongside text can alter the judgment process. The present work explores different categories of instructional graphics found in biology textbooks and tests how different graphic types, classified by their form and function, can affect expectations of understanding prior to actual reading. Experiment 1 found that realistic, depictive graphics predominated in a middle school text, whereas more abstract and explanatory graphics predominated in a college text. Experiment 2 demonstrated that different categories of graphics led to differences in expectations of how helpful graphics would be for understanding.

CHRISTOPHER CANNON. From Literacy to Literature: England, 1300-1400

Christopher Cannon’s From Literacy to Literature is a welcome addition to the field of vernacular studies, and especially to the body of work arguing for a connection between two roughly simultaneous phenomena of the high-to-late Middle Ages: the emerging appreciation that vernacular languages possess a full-fledged grammar analogous to that of Latin, and the emerging category of the literary. Earlier work, my own included, has examined the process, whereby medieval readers came to understand themselves as grammatically disciplined and therefore ethical subjects, first in Latin and then in vernacular languages. Cannon focuses on grammatical manuscripts circulating in late medieval England, finding that the canonical literary works of Chaucer, Langland, and Gower arise from, and insistently recall, Latin grammars such as Donatus’ Ars minor and Alexander of Villa-Dei’s Doctrinale as well as beginning reading books such as The Distichs of Cato, Avianus’ Fables, Alain of Lille’s Liber parabolarum, and Matthew of Vendôme’s Tobias. Although Cannon often pushes his arguments just a bit further than the evidence will bear, his close readings of Latin grammar school texts show us how they served as formal models for the first generation of English literature.

Nominalization, abstraction and technicality in History and Physical Science: some evidence from Greek primary school textbooks

The aim of this paper is to analyse Greek primary school textbooks of History and Physical Science in terms of their abstraction and technicality, which - following Systemic Functional Linguistics - characterize educational knowledge, mainly based on written language. Written texts reconstruct experience into specialized knowledge through the grammatical metaphor of nominalization, which is considered to be strongly related to the recontextualization of oral mode to written mode. Moreover, research on secondary education school texts has shown relevant variety between Physical Science and History texts by means of lexicogrammatical choices employed. But, since relevant research stresses the importance of grammatical metaphor in secondary education, our attempt in this paper is to illustrate some facets of the same phenomenon in Greek primary education textbooks. More specifically, our aim is to analyse some Greek textbooks of History and Physical Science in terms of nominalization in order to account for its ways to pattern specialized fields, according both to grades (A ΄ to F ΄ ) and to different school disciplines.

Richard Pynson’s Edition of the Long Accidence Grammar at New College Library, Oxford

Elementary Latin grammars in English teaching morphology, comparison and syntax were in great demand in schools in the early Tudor period. The output of cheap teaching texts by the early English printers Wynkyn de Worde and Richard Pynson reflect this demand. They published several versions in many editions, each in a large number of copies. Most of these school texts, however, have disappeared without any trace. The grammar here discussed represents an edition which has been neglected by most bibliographers. It is a fragment of four leaves which contains part of the discussion of the eight parts of speech. It is unique in several respects: it is the only copy known of the Long Accidence grammar printed by Richard Pynson and it differs from the editions of his competitors in England and in the Low Countries in its textual features.

Core Vocabulary: Its Morphological Content and Presence in Exemplar Texts

AbstractThis study addresses the distribution of words in texts at different points of schooling. The first aim was to identify a core vocabulary that accounts for the majority of the words in texts through the lens of morphological families. Results showed that 2,451 morphological families, averaging 4.61 members, make up the core vocabulary of school texts. The 11,298 words in the 2,451 morphological families account for 58% of the approximately 19,500 most frequent words in written English. The majority of the morphological families appear by the end of the elementary school period (85%), but a small group of morphological families (15%) is added through the middle to high school period. Analyses of the ranks of words across grade bands indicated that late‐appearing words gain in prominence in higher level texts as some elementary‐level words become less frequent. The second aim of the study was to determine the degree to which the core vocabulary accounted for the words in an independent but critical set of texts: the exemplar texts identified within the Common Core State Standards. The 2,451 families accounted for 97.1% (grades K and 1) to 89.1% (grade 11 through college) of the total words in texts and 95.6% (grades K and 1) to 74.9% (grade 11 through college) of the unique words in texts. Implications of the findings on the nature and role of the core vocabulary in complex texts are suggested for researchers, curriculum developers, and publishers.

Elementary students’ challenges with informational texts: Reading the words and the world

The purpose of this study is to describe ways in which elementary students access information from various components of informational social studies texts in schools. Although the time devoted to elementary social studies has decreased considerably in recent years, a renewed focus on content-area literacy skills, driven by state standard initiatives, presents us with the opportunity to regain lost social studies instructional time by integrating social studies content during literacy instructional time. However, it is not entirely clear what this instructional time should entail. This paper describes how third-, fourth-, and fifth-grade children navigate various aspects of the written and graphical elements of informational social studies reading materials. Results indicate that when students are unable to correctly answer questions about the content of the reading materials, they primarily attempt to do so in one of four ways: (1) responding without the use of a discernable strategy; (2) extracting random information from the passage; (3) relying on prior knowledge; or, (4) extracting information from the correct aspect of text that is not responsive to the question. Based on researcher-developed reading assessments as data sources, we explain the challenges children encounter and make recommendations for elementary social studies instruction.

Första naturvetenskapliga skoltexterna

In a research project conducted in a multilingual classroom, the teaching practice and pupils’ texts are studied during their first years of schooling. The teaching practice entails explicit teaching of text structures and experiences for the students to use in their writing. The aim of the study, presented here, is to investigate students’ first school texts, students’ relations to their texts and the texts’ relation to the teaching practice. The material of the study consists of pupils’ written texts, and data are also collected by observations and interviews. The study draws on dialogism, systemic functional linguistics and theories of the language of schooling. The main theoretical framework is supplemented by theories of second language acquisition and discoursal construction of writer identity. The main findings of the analysis are that the students in their texts make use of the teaching of text structures and the experiences they were involved in. The texts are characterized by everyday knowledge and language, as well as attempts to use scientific knowledge and language. The students show high text movability, i.e. ability talk about their texts in different ways, which indicates their potentials to take discourse roles and positioning themselves in the texts.

Contents Analysis of Addiction Prevention in Middle School Textbooks

Purpose The purpose of this study was to analyze addiction prevention related content shown in middle school text books. Methods Using a combination of the terms “addiction”, “drug”, “medicine”, “personal preference”, “smoking”, “drinking”, “sex”, “misuse” or “abuse” as key words, the researchers screened the table of contents of 23 randomly selected middle school textbooks from the 2009 curriculum. Finally 13 textbooks (physical education=10, health=3) were selected for this study, and analyzed using Krippendorff's contents analysis. Results Through in-depth discussion and investigation of the relevant textbooks, content related to addiction prevention included material addiction (77.8%) and behavioral addiction (22.2%). The construction of addiction prevention in middle school textbooks included understanding addiction, rejection of peer temptation, and empowerment of self-control. Conclusion When developing an intervention for addiction prevention that targets middle school students, education with accurate addiction information must be considered so that the students have the correct knowledge about addiction and addiction prevention. Additionally, the ability to reject peer temptation when invited to act upon related addiction behaviors should be treated seriously. The empowerment of self-control is also important, and can be promoted through strengthening self-regulation competence. Key words: ì²­ì†Œë „; 알코올 ì¤‘ë ; 약물 ì¤‘ë ; ë¬¸í—Œê³ ì°°; 교과서 Key words: Adolescents; Alcohol addiction; Drug addiction; Review literature; Textbooks

When to Take Up Roots: The Effects of Morphology Instruction for Middle School and High School English Learners

A majority of the challenging words that adolescent readers encounter in school texts are morphologically complex and from the Latinate layer of English. For these words, bound roots carry important meaning, such as the relation between innovative and its bound root, nov, meaning “new.” This study investigated the effects of instruction about bound Latin roots on academic word learning and morphological problem-solving skill with English Learners (EL) at three grade bands: Grades 6–8, 9–10, and 11–12. Employing a within-subjects design, 82 students participated in two counterbalanced intervention conditions: an academic vocabulary without morphology (comparison condition) and a morphology-focused academic vocabulary intervention (treatment condition). The largest treatment effects were observed for oldest students, but positive effects were observed at all grade levels. Results suggest that instruction focused on the major meaning-carrying components of academic words of the Latinate layer in English—bound roots—is especially effective for ELs in the secondary grades.

Students’ genre expectations and the effects of text cohesion on reading comprehension

This study raises the question what makes school texts comprehensible by analyzing whether students’ genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read one of four text versions with similar content, but different degrees of local and global text cohesion. The four more or less cohesive texts were introduced as literary texts (part of a story) or as expository texts (newspaper article), although the different genres were only purported and the texts contained both literary and expository passages. Reading comprehension was assessed with multiple-choice-items, semi-open, and open-ended questions. Results demonstrate that global cohesion was profitable for reading comprehension with expository expectations, but not with literary ones. Local text cohesion and both forms of cohesion in combination did not interact with students’ genre expectations and had no main effect on comprehension. When students reading skills and prior knowledge were considered, the interaction was still apparent. Moreover, students with lower levels of reading skills tended to profit especially from texts with global cohesion, whereas the readers with higher reading skills achieved equal means in reading comprehension irrespective of the degree of global text cohesion. The findings are discussed with respect to theoretical aspects of text–reader-interactions, cognitive and emotional components of genre expectations, and the composition and instruction of comprehensible school texts.

Composite Citations in Antiquity, vol. 1, Jewish, Graeco-Roman, and Early Christian Uses ed. by Sean A. Adams and Seth M. Ehorn

Reviewed by: Composite Citations in Antiquity, vol. 1, Jewish, Graeco-Roman, and Early Christian Uses ed. by Sean A. Adams and Seth M. Ehorn Peter R. Rodgers sean a. adams and seth m. ehorn (eds.), Composite Citations in Antiquity, vol. 1, Jewish, Graeco-Roman, and Early Christian Uses (LNTS 525; London: Bloomsbury T&T Clark, 2016). Pp. xiii + 242. $120. In this collection of essays, Adams and Ehorn have drawn together studies of composite citations in the writings of antiquity. This work anticipates and provides background for a second volume that will treat the phenomenon in the NT. Each of the studies makes a valuable contribution in its own right, and together they demonstrate that composite citation was a common practice in the ancient world. After an introductory chapter by the editors defining composite citations ("What Is a Composite Citation? An Introduction"), there are ten chapters on specific areas of ancient literature: "Greek Education and Composite Citations of Homer," by Sean A. Adams; "Composite Citations in Plutarch," by Seth M. Ehorn; "Citation in Elite Roman Epistolary Writing: The Letters of Cicero, Seneca, and Pliny," by Margaret H. Williams; "Composite Quotations in Philo of Alexandria," by James R. Royse; "Composite Quotations in the Damascus Document," by Jonathan D. H. Norton; "Composite Citations in the Septuagint Apocrypha," by Sean A. Adams and Seth M. Ehorn; "Composite Citations in Jewish Pseudepi graphic Works: Re-presenting Legal Traditions in the Second Temple Period," by Garrick V. Allen; "Composite Features and Citations in Justin Martyr's Textual Composition," by Philippe Bobichon; "The Testimony Hypothesis and Composite Citations," by Martin C. Albl; "Composite Citations: Retrospect and Prospect," by Christopher D. Stanley. At the outset, Adams and Ehorn offer a working definition of composite citation. The text must be noted with explicit attribution to an author or speaker and marked out either with an introductory formula, a notable break in the syntax, or be a text that is cited elsewhere by the same author. More allusive examples "must only be considered with caution" (p. 3). The composite nature of the citation is equally important. Two or more texts must be fused together, the fusing must not include conjunctions that break between the texts, and should not refer to a plurality of authors (p. 4). Working within these parameters, the contributors present their findings, some of which are more fruitful than others as regards composite citations. For example, composite citations are frequent in the Damascus Document and the Apocrypha, whereas examples according to the strict definition of Adams and Ehorn are less a feature of the writings of Plutarch or the elite Roman writers: the letters of Cicero, Seneca, and Pliny. Composite citations are more frequent in the Greek school texts, showing that "composite citations were an established literary practice and an accepted part of Greek literary culture" (Adams, p. 33). The definition offered by Adams and Ehorn sets up clear parameters, but both the [End Page 538] terminology and the methodology are problematic. The use of the term "citation" in itself is not without difficulty. This may be detected even in the table of contents, where two of the authors prefer the term quotations (Royse and Norton). In recent years, there has been much discussion as to what constitutes a quotation, an allusion, or an echo of a Scripture text. The term "citation" has often been used in an imprecise way to refer to any of these categories. But the editors use it with precision to refer to quotations with an introductory formula. But the whole phenomenon of the combination of texts in antiquity is much more wide-ranging and diverse than the narrow confines that they have established. It is curious that, with the exception of the Damascus Document and the Temple Scroll, the combination of Scripture in the Dead Sea Scrolls is not treated in this study. At least 4Q174 and 4Q175 are relevant to the discussion but do not fit the strict criteria for "composite citations" as set forth in this volume. So the question remains: how do we define a citation? Royse asserts that the ancients had no way, as we do, of marking out a quotation (pp. 77,84); however, this is...

From Literacy to Literature: England, 1300–1400 by Christopher Cannon

Reviewed by: From Literacy to Literature: England, 1300–1400 by Christopher Cannon Michael Calabrese Christopher Cannon. From Literacy to Literature: England, 1300–1400. Oxford: Oxford University Press, 2016. Pp. xv, 297. $55.00. In this handsome volume from Oxford, Christopher Cannon works into book form material from six of his previous publications in such journals as The Yearbook of Langland Studies, Publications of the Modern Language Association of America, New Medieval Literature, and ELH: English Literary History, now molded together with new material and a new rhetorical framework appropriate to a monograph, convenient for those wanting a "greatest hits" compilation of Cannon's engaging work (with bonus tracks) in the field of grammar and learning. Unifying the current volume, Cannon shows throughout how the various exercises learned at school equipped the major Ricardian poets for poetic creation in English. The book will mainly appeal to scholars and advanced graduate students, but the chapters that offer concrete examples from the major poets (Chaucer, Langland, and Gower) may be useful for classroom teaching, as they illustrate how poets cleverly transformed school exercises into some of the most famous, beloved, and intriguing moments of Middle English literature in texts such as the Wife of Bath's and Pardoner's prologues, The Tale of Melibee, the Monk's portrait, the Troilus, endless episodes in Piers Plowman, and many other examples that Cannon marshals in detailed comparisons of the school texts and the poets' verses. For the schoolboys, we learn, were inherently poets in training; as Cannon writes, "if poetry is usually the culmination of literacy training, it is almost always that training's first step" (2). In reading all these chapters collectively, one certainly does get a sense of what it was like to be a medieval schoolboy, and the monograph as it now stands makes a major contribution to our understanding of medieval grammar schools and their role in educating some of the major canonical poets in English medieval literature. Chapter 1's section "Fiant Latina!" (Let there be Latin!), argues that students were (despite what medieval chroniclers have said) trained in "a fundamentally Latin pedagogy" (37). And the poets later wrote major works in English because of their growing awareness that English too has a grammar that can be understood and put to use creatively. Cannon's coinage "grammaticalization" may not be elegant, but it encapsulates the processes of learning and creativity at work in the schoolboys turned poets, as Cannon takes us beyond the traditional understanding of education as training in ethics to reveal it also as "a primer in literary [End Page 316] possibility" (14). "There is a remarkably straight line," Cannon argues, from the schoolbooks that survive … through the agile understandings of Chaucer, Gower, and Langland, to the techniques that made the literature these three writers produced distinctive" (15). Chapter 2, "The Ad Hoc School," reconsiders the texts and even the physical structures of the schools, arguing that the notion of a standardized curriculum and mode of instruction have been overstated, for education was much more improvisatory than previously thought, as a collection called "Cato" might not even include Cato. Cannon continues: "Whenever a medieval person had occasion to write about how he learned to read and write, in fact, he almost always described a local tutelary relationship rather than an institution" (59). In "Schoolboy Improvisation" Cannon argues that certain classic texts about writing that we usually associate with Chaucer such as the Poetria nova are works Chaucer would have studied later in life, for he would have already acquired instruction in the making of poetry in grammar school. Cannon then follows with a series of examples of school verses made in English where it's hard to tell the difference between an exercise and a poem, displaying the birth of poetic invention arising out of exercises in learning Latin. In fact many of the free-standing poems we "now value as literature" were produced in the mode of a schoolroom translation exercise, so learning Latin and creating verses in English were taught and practiced simultaneously. For this reason "the idea that he might write English verse of his own was almost impossible for such a schoolboy...

Unga läsare som litteraturkritiker online: En (skol)genre på rymmen?

Title: Young Readers as Literary Critics Online: A (School) Genre on the Run? Research has shown that the book review is part of a core of school text repertoire, and that it is characterized by particular blocks of information. Young readers also write book reviews outside the school context and post these texts online. This study focuses 50 book reviews in Swedish, written by readers age 9–20 outside the school context and posted online. The blocks of information have been mapped, showing that the plot, the characters and the evaluation are predominant among these young readers. However, in the reviews readers are often addressed directly, and the reviewer uses the affinity space provided by the digital environment, both to establish interaction with the readers and to position the young reader as an engaged and competent critic. The established genre conventions are observed to varying degrees, in particular the use of terminology with a bearing on narratives. Paratextual elements such as photos of book covers, quotes, links and spoiler warnings occur in many book reviews in the material. Three theoretical concepts are used in this article to analyse and understand young readers’ online book reviews: James Paul Gee’s concept of affinity space, Basil Bernstein’s concept of horizontal and vertical discourse, and Gérard Genette’s concept of paratext. The result shows that the book review may still, in essence, be an imitation genre, as the young readers use the blocks of information common to the genre conventions learnt at school or by reading professional reviews. The digital environment has, however, had an impact. Not only does Internet provide an arena for the young readers to act as critics, it also provides the young reviewer with national and international models, possibilities of interaction, and paratextual material to borrow. The young readers have capitalized on the possibility to position themselves as readers and critics.