Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Developing advanced formal language abilities along a genre-based continuum

Advanced grammar instruction in collegiate foreign language (FL) departments typically consists of a review of the grammatical canon, often relying on an advanced grammar textbook that both reviews and expands the traditional paradigms studied in lower-level instruction. Holding firm to the belief that reviewing these paradigms yet again will finally result in the mastery long considered necessary for upper-level study, this approach nevertheless fails to take into account the (con)textual nature of language use that permeates all levels of language use and that inherently requires an inextricable link between grammar and meaning, and between function and form.This chapter addresses this lack of textuality in upper-level grammar instruction by exploring how formal language development at the advanced level in one departmental context is treated from a genre-based perspective, in that the language features inherent to particular genres considered appropriate for advanced language instruction provide the basis for developing students’ formal accuracy. Specifically, this approach adheres to the belief that the development of advanced language abilities proceeds along a continuum that moves from the narrative, verbal-oriented language use emphasized at the lower levels to more argumentative, nominal dominated forms of expression.As a result, this narrative–argumentative continuum serves as the basis for selecting and sequencing genres across the curriculum.The chapter focuses on one upper-level course that was recently redesigned with this continuum in mind and that used the genres selected for the course as blueprints for the students to follow to develop more linguistically advanced forms of expression

Expanding visions for collegiate advanced foreign language learning

This paper examines the prevailing departmental, professional, and research practices in collegiate foreign language (FL) learning and argues that, as it is currently conceptualized, collegiate FL learning needlessly limits the opportunities for developing advanced language abilities. In response to this predicament, alternative approaches to FL learning are proposed that center around more comprehensive and integrated curricular planning that recognizes the longterm nature of FL learning. Specifically, in contrast with the current privileging of spoken language, individualistic approaches to language use, and naturalistic learning, this paper advocates a genre- and discourse-based orientation to FL learning that reflects a social understanding of language use

Articulating foreign language writing development at the collegiate level: A curriculum-based approach

In light of the well-documented structural and professional obstacles to developing articulated curricula in collegiate foreign language (FL) departments, in this chapter the author presents a procedural approach for overcoming these obstacles and implementing an integrated four-year undergraduate curriculum. Specifically, the approach consists of the following steps: the formulation of shared departmental goals, the establishment of a close linkage between language and content at all levels of instruction, a clear principle for organizing and sequencing the content, a consistent pedagogy for engaging the content, and a systematic approach for assessing the degree to which the curriculum meets its stated goals at all levels of instruction. To demonstrate the practical application of this approach, the author discusses the implementation of an articulated program for developing collegiate FL learners’ writing abilities within a recently revised and integrated undergraduate curriculum. Following a genre-based literacy orientation, the curriculum is able to establish a context for developing learners’ writing abilities across all four years of instruction. In addition, the implications of an articulated curriculum for the language program director are discussed

Introduction: Foreign language graduate student professional development-past, present and future

The effectiveness of professional development for future foreign language (FL) professors is more salient than ever, given the significant role played by graduate student instructors (GSIs) in undergraduate education and recent calls for change in the collegiate FL curriculum requiring sophisticated understandings of integrating the teaching of language, literature, and culture. Taking a sociocultural theory perspective, this chapter reports on a study of five FL GSIs’ experiences learning to teach that sought to determine how participation in an advanced pedagogy seminar influenced GSIs’ notions of literacy as a framing construct for collegiate FL curricula. Findings showed that through involvement in the seminar, participants progressed toward a more theoretically based definition of literacy and an awareness of its cognitive and sociocultural dimensions. However, after the seminar, not all participants demonstrated alignment in constructing their teaching practices through conceptual and pedagogical tools of literacy