“Meeting our communities’ lifelong educational needs”
C&I 567: Curriculum & Culture
3 Credits
Summer 2010, MTWRF 8-11:50 a.m., Room, ED 414
Instructor: Yer Thao, Ph.D.
Office: School of Business Administration Building, SBA 594
Office Hours: By Arrangement please call or email (503) 725-8267; E-mail:
thaoy@pdx.edu
Course Description
“Understanding the cultural basis of instructional materials in curriculum development
and teaching and how the organization of knowledge in a subject area and the explanation
of new ideas are influenced by cultural root metaphors. Planning and administering the
instructional materials center in the modern school. The cooperative roles of the teacher,
administrator, and librarian in curricular development and materials.” 2003-2004
Portland State University Bulletin p. 222.
Conceptual Framework
This course will address the following Graduate School of Education’s Conceptual
Framework:
1) Diversity & Inclusiveness
• to work in diverse settings
• to promote inclusive and therapeutic environments
2) Research-Based Practices & Professional Standards
• to critically analyze and implement research-based practices
• to demonstrate appropriate professional knowledge, skills,
and dispositions
3) Impact on Learning and Development
• to ensure all learners and clients succeed
• to use technology to enhance learning
• to influence policy and provide leadership for organizations
4) Evidence-Informed Decision Making
• to use evidence to solve problems of practice and make educational and therapeutic
decisions
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National Board for Professional Teaching Standards Five Core Propositions
Proposition 1: Teachers are Committed to Students and Learning
1.1 NBCTs are dedicated to making knowledge accessible to all students. They
believe all students can learn.
1.2 They treat students equitably. They recognize the individual differences that
distinguish their students from one another and they take account for these
differences in their practice.
1.3 NBCTs understand how students develop and learn.
1.4 They respect the cultural and family differences students bring to their
classroom.
1.5 They are concerned with their students’ self-concept, their motivation and the
effects of learning on peer relationships.
1.6 NBCTs are also concerned with the development of character and civil
responsibility.
Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those
Subjects to Students.
2.1 NBCTs have mastery over the subject(s) they teach. They have a deep
understanding of the history, structure and real-world applications of the subject.
2.2 They have skill and experience in teaching it, and they are very familiar with
the skills gaps and preconceptions students may bring to the subject.
2.3 They are able to use diverse instructional strategies to teach for understanding.
Proposition 3: Teachers are Responsible for Managing and Monitoring Student
Learning.
3.1 NBCTs deliver effective instruction. They move fluently through a range of
instructional techniques, keeping students motivated, engaged and focused.
3.2 They know how to engage students to ensure a disciplined learning
environment, and how to organize instruction to meet instructional goals.
3.3 NBCTs know how to assess the progress of individual students as well as the
class as a whole.
3.4 They use multiple methods for measuring student growth and understanding,
and they can clearly explain student performance to parents.
Proposition 4: Teachers Think Systematically about Their Practice and Learn from
Experience.
4.1 NBCTs model what it means to be an educated person – they read, they
question, they create and they are willing to try new things.
4.2 They are familiar with learning theories and instructional strategies and stay
abreast of current issues in American education.
4.3 They critically examine their practice on a regular basis to deepen knowledge,
expand their repertoire of skills, and incorporate new findings into their practice.
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Proposition 5: Teachers are Members of Learning Communities.
5.1 NBCTs collaborate with others to improve student learning.
5.2 They are leaders and actively know how to seek and build partnerships with
community groups and businesses.
5.3 They work with other professionals on instructional policy, curriculum
development and staff development.
5.4 They can evaluate school progress and the allocation of resources in order to
meet state and local education objectives.
5.5 They know how to work collaboratively with parents to engage them
productively in the work of the school.
Course Objectives
Course
Objectives
Examine their
own historical
and cultural
backgrounds and
privileges relative
to those
experiences of
others.
Select
educational
materials that
provide an antibias curriculum
for culturally
diverse students.
Examine and
reproduce
curriculum
materials to
benefit diverse
students.
GSE Conceptual National Board of
Framework
Professional Standards
(NBTPS-Proposition)
MA/MS
Program
Outcomes
GSE: 1,2,3,4
NBTPS: P1, P2.1, P4
K3: Multiple
perspectives of
learning
D1: Respect for
knowledge
GSE: 1,2.3.4
NBTPS: P2, P4
K6: Critical
examine
knowledge
claims in various
content areas
associated with
school
curriculum
(know what
counts as inquiry
in various
disciplines)
D3: Commitment
to diversity & to
anti-bias, antiracist education
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Assignments,
Documentation
& Evidence of
Student’s work
Reading
discussion
Class activity
Final project
Textbook
analysis
Reading
discussion
Final project
Create and
sustain
educational
environments to
accommodate all
students.
Identify
traditional and
contemporary
values of culture
and language,
and understand
the relationships
among culture,
curriculum and
practice;
Develop
conceptual tools
for analyzing
educational
goals, theories,
practices,
structures and
outcomes within
the socio-cultural
contexts of public
education
Apply
understanding to
social justice of
local community,
global society
and world view
of culture,
language, race,
gender, and
disability of
education
provided through
schooling;
GSE: 1,2.3.4
NBPTS: P3, P5
Reading
discussion
Observation
project
Final project
NBPTS: P2, P3
Reading
discussion
Class activity
NBPTS: P5
Class activity
Reading
discussion
Final project
K1: The sociopolitical contexts
of classrooms
from early
childhood
through high
school
D4: Commitment
to promoting
social justice
through
education
GSE: 1,2,3,4
K5: Critical
examine theory
& practice as
integrated and
inseparable
D4: Commitment
to promoting
social justice
through
education
A6:
Communicate
effectively with
parents & the
public
GSE: 1,2,3,4
D4: Commitment
to promoting
social justice
through
education
K4:
Philosophical
concepts &
movements that
impact
curriculum and
instruction
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Identify
experiences and
actions of current
influential culture
of education in
the American
society.
Develop and
understand in
cross-culture
analysis,
involving a
working
knowledge of
one’s own ethnic
heritage and the
ability to make
constructive
comparisons with
at least one other
ethnic group.
A4: Defend
points of view
with good
reasons, listen
effectively to
other points of
view
GSE: 1,2,3,4
NBPTS: P1, P2, P3, P4, P5
K8: Broaden
their bases of
understanding
and knowledge in
various curricular
areas
D1: Respect for
knowledge
D4: Commitment
to promoting
social justice
through
education
A7: Enter the
world of
curricular
development,
classroom
organization with
imagination &
sense of purpose
Reading
discussion
Class activity
Final project
Course Format:
The format is an inquiry based Constructive approach to teaching and learning. It
is incumbent on each of you to take what you need from this course. Therefore,
critical dialogue is the essential element through which each student interprets the
readings accordingly. Our dialogue will draw on the following: (1) the experiences,
backgrounds, and knowledge of all class members; (2) critical yet, thoughtful
engagement, reflection, and preparation of the readings, and shared teaching
activities; (3) in class videos and guest speakers. You will also conduct your own
research and share this with colleagues.
Disability Services
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Students needing accommodation should immediately inform the course instructor.
Students will be referred to Disability Services (503-725-4005) to document their
disability and to obtain support services when appropriate.
Assignments Evaluation
Class Participation and Attendance
30 points
Curricula Text Examination Assignment
15 points
Article Discussion
10 points
Multicultural Resources Center Report (Extra Credit)
5 points
Culture Observation Report
15 points
Culture Dish/Recipe
10 points
Culture Research Paper
20 points
105 points
Total Points
Assignments
Class Participation and Attendance (30 points)
One or two candidates are responsible for facilitating a portion of the class discussion on
assigned chapters/readings in text, “Bridging Culture”. Do Not summarizes the readings.
Instead you are encouraged to prepare an outline (to hand in to the instructor) including
the following: written discussion questions, development of a format for conducting the
discussion, and an experiential activity (e.g., simulations, educational games,
visualization, cooperative learning). The discussion etc. should demonstrate the salient
ideas/concepts of the chapter. The dialogue and activities should be framed in a cogent
manner that demonstrates your groups’ ability to use the key concepts effectively to
obtain multiple perspectives. It should also provide clear example(s) of how to embed
these into classroom practice. The group needs to come up with an activity exemplify
from the idea or ideas of the chapter to teach/share to the class during the chapter
discussion/presentation. Overall, the groups will be rated on your interpretation of the
key ideas/issues raised in the readings; and your preparation and engagement with the
material. Active participation in discussions, response to reading assignments, and
participation in daily group activities are vital to the overall success in this course. (10pts.
See the attached rubric for detailed rating). (A minimum of 2-3-page summary with your
reflection about the chapter reading and discussion questions must turn it in along with
your example activity for a grade) [10pt] immediately after the group finish presenting
the chapter.
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Attendance (20pts)
Candidates are expected to attend all class sessions. An absence should only occur
because of an illness or an emergency. As soon as possible, please call to let me know
you will be absent from class. This class meets ONLY for two weeks (eight class
meetings). Please turn off or silent your cell phone and no Internet surfing during class
time. If a candidate has one or more absence then it is recommended to drop the class
and wait to take it on winter 2011 term.
Curricula Text Examination Assignment (15 points)
Select a unit/text of their choice in preparation for a class and a grade level assignment
(or teaching interest). Carefully examine (access) the text/package for representations of
cultural content. Does the content represent multiple content sources or is it from a monocultural perspective (knowledge) base? If you have no access to classroom textbook then
you can borrow it from MISL (Metropolitan Instructional Support Laboratory, ED 310)
on the third floor inside the School of Education building.
Text: General Information
 Title
 Author
 Publisher/Date/ISBN
 Grade Level/Subject if known
In assessing the text reflect on and respond to the following: Does the content affirm
diversity? Why/Why Not? Does it depict, represent, ethnic, gender, disability or class
cultural stereotypes or roles? Does the text provide students who are members of a
diverse ethnic/cultural/racial group much with which to identify? Why/Why Not?
Overall, write a short reflection of your experience about this text analysis.
Scoring Rubric: 1= No Evidence 2=Emerging Evidence
3=Substantial Evidence
o Substantial Evidence of knowledge infusion
What did you notice? Whose perspective is of most worth?
o Emerging Evidence of knowledge infusion
What surprised you? What’s missing?
o No Evidence of knowledge infusion
How can you use it? What will you do to change this?
What specific and general content knowledge will you embed?
Explanation of rubric criterion performance rating is attached. The class instructor will
keep this assignment as part of the MA/MS program evaluation. If any student does not
want the program to use his/her paper for program evaluation please discuss it with the
instructor. All students’ name will be kept it confidential.
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Article Discussion (15 points)
There will be articles handout during class to read overnight. Each candidate must come
to class and ready to submit in one reading discussion question about the article with a
short summery reflection of the article. The summary reflection should include both its
theoretical perspective and its implications for the work of the article. You should have
one to two sentences highlight or unpack the author’s/authors’ main ideas. All together,
it should be no more than 1 page.
Multicultural Resources Center Report (Extra Credit 5 points)
Each candidate is required to visit the Multicultural Resources Center on your own time.
The center is located inside the historical society building. While visiting the center you
must carefully explore what types of materials available for educators. You take a
culture box and look through the box. Then, you write a 1-2 page reflection of what you
observed in the cultural box. Those who know about the center you need to pick culture
box that you have not yet look at it. Make an appointment by contacting Karen or drop
in the center’s open hours:
Karen Ettinger, Director K-12 Education
World Affairs Council of Oregon
503-274-7488 Cell 503-803-0439
www.worldoregon.org Click K-12 Ed
karen@worldoregon.org
Cultural Observation Project (15 points)
As part of the course requirement, each candidate is required to make an observation for a
minimum of 25 minutes of a cultural event outside his/her culture at any settings. You
need to find a culture of which you are not a member. Candidates can easily done this
observation at any shopping centers, restaurants, church events, parks or community
events. Candidates need to take notes about how people respond to one another in the
kind of setting they at and write up a 3-4-page paper report how you come to understood
the surface culture of this group. Your report must have a description of the place, an idea
of the culture, what cultural characteristics and/or culture context observed, and what
have you learned and how you felt? What information did you observe that was helpful
to you identifying the culture of this family? This project can be a challenge to some
people but it allows them to explore their personal fear, ego and diffuse personal fears.
This project will be shared in class and due on 7/15/10.
Culture Dish/Recipe Assignment (10 points)
Each candidate needs to bring him/her favorite culture dish with a written recipe to share
with the class members. It can be a traditional dish that passes down from your own
culture heritage or from other culture. Be prepare to share a little history about the dish
and from what culture? A dish without recipe will get only 5 points. Due 7/15/10
Culture Research Paper (20 points)
Each candidate is expected to write a 5-8 page research paper involving a family from a
culture that is outside the candidate’s own cultural background such as African-American,
Native American, Asian (Hmong/Mong, Japanese, Chinese, Vietnamese), Middle Eastern
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(Turkish, Iran, Arabic), Hispanic (Mexican, Latino), Russian, Polish, and Others. This
project encourages candidate to explore a culture outside his/her comfort zone. This
project can be a continuation of research from your Cultural Observation Project in which
you will be doing a more thorough research on the deep culture of this culture or it can be
a complete different family/culture. Your research questions should be framed around
the perspectives and strategies how the family interacts with the larger American society
and the public school system. Do the family know anything about the curriculum
materials and culture of American schools? What do the family know or not know and
why? What is the family’s culture? What kinds of guidance do the family used to help
them maintain their culture and tradition? What are some strategies they used to adapt to
the American mainstream culture? What are some cultural difficulties the family is
coping with living in the United States? And what is their dream for their children? I
would like you to close this research by allowing the family to describe your culture from
their point of view. What is your response and reaction to the family’s comments? The
paper must include at least three-five pieces of professional literature (e.g. refereed
journals, books or book chapters) to support your knowledge, argument and findings.
Candidates must use fictitious names of the family members they interviewed. See the
attached rubric to assess this assignment. The final project written report will be due on
July 29th, 2010. (Note: You can do this project as a pair, but it must between10-15
page.)
Note: While writing up your final report or case study make sure to honor the privacy
and confidential of your participant(s), and use pseudonyms to conceal their identities.
For some reason that you will need a consent form for the participants to sign and agree
to participate. You can create you own consent form or I can provide a blank consent
form as an example. This is only a class project and it is not necessary need a consent
form.
Quality of Paper
All papers must be typed, double-spaced, 1” margin on all sides, carefully proofread (use
spellchecker) with a title page, which lists the paper title, the name, the course number
and title, and the instructor’s name and date. All papers are due on their due date. There
will be no excuse for late work and no make up work. If any candidate plans to be out of
town he/she may turn the work in early or ask a classmate to turn it in for you. Advanced
email submission is also permitted. Paper and references must be cited in American
Psychological Association (APA) style. Candidate needs information on APA citations
ask me and I will provide it to you.
All presentations for this course can be done in Powerpoint, multimedia, transparencies,
or other visual aids. Advanced notice to the instructor is required if any computer or other
equipment is needed for the presentation.
Important Note: Active participation and discussion in this class is expected and all
candidates must demonstrate respectful and courteous behavior towards other
candidates’ diverse opinions. In addition, professional behavior includes: a) no
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discriminatory comments or behavior; and b) willingness to work with all colleagues in
any form of grouping/pairing activities. Candidates need to pay attention to people’s
intention as well as the effects of their words, and take responsibility for them. I do not
want any candidate to feel left behind or be unheard in class. If you have an issue either
related to the class assignments or about the class itself I would appreciate it that you
come and talk to me in person. I am available to meet you either before and after class
or by appointment during office hours. Take responsibility/be accountable for your own
actions and behaviors. Turn off or put pulse all cell/mobile phones. Take charge of
your personal and professional depth/breath of learning. Let’s learn and have fun
together.
Disposition Concerns: Dispositions become increasingly important to the development of
collaboration skills, communication skills, reflective teaching and responsible behavior.
For further information please consult with the university web site at
http://www.ess.pdx.edu/osa/policies-codes.htm or Portland State University Student
Conduct Code #577-031-0136. Any student suspected of, based on substantiated
evidence, academic dishonesty such as plagiarism and cheating, will be dismissed from
the class.
Student’s Accumulated Grades:
Points
Grade
95-100
90-94
85-89
80-85
75-79
70-74
65-69
60-64
Below 60
A
AB+
B
BC+
C
CD to F
Required Reading
Trumbull, E. & et al. (2001). Bridging cultures. Mahwah, NJ: Lawrence Erlbaum
Associates, Publishers
Optional Readings
Articles will be distributive in class
Recommending Readings
Hall, E. (1981). Beyond culture. New York: Anchor Books
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Thao, Y. J. (2006). The Mong oral tradition: Cultural memory in the absence of written
language. Jefferson, NC: McFarland & Company, Inc., Publishers
Thompson, G. L. (2004). Through ebony eyes: What teachers need to know but are
afraid to ask African American Students. San Francisco, CA: Jossey-Bass
Valdés, G. (1996). Con respecto: Bridging the distances between culturally diverse
families and schools. New York: Teachers College Press.
Schedule of Class Events
Week 1
Monday
7/5/10
July 4th (Observed Independent Day)
Tuesday
7/6/10
Welcome! Introduction
Video Presentation/Open Class Discussion (Becoming American)
Group Work (Model of School)
Reading Groups and Book Groups Sign Up
Curricula Assignment clarify
Lecture: Brief American History of Education
Group work time
Homework
Readings
Wednesday
7/7/10
Homework
Readings
Thursday
7/8/10
Trumbull et al: 1 and Kivel’s article “Culture of Power”
Reading Discussion/Activity, Trumbull et. al, 1. and Kivel’s article
Workshop on Culture Video and Discussion (Helpful to do observation
and final projects).
Clarify observation project
School’s Mission and Curriculum
Group work time
Trumbull et al: 2 & Thao’s article “Empowering Mong Students”
Reading Discussion/Activity, Trumbull et al. 2. And Thao’s article
Lecture: Working with culturally diverse students
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Example of Video Presentation/Discussion (Mong Video Segments
Living with 2 Cultures)
Article Discussion
Group work time
Homework
Readings
Trumbull et al: 3, and Darder’s Article, “Creating the Conditions for
Cultural Democracy in the Classroom”
Friday
7/9/10
Week 2
Monday
7/12/10
Homework
Readings
Tuesday
7/13/10
Fieldwork “Independent or Group Work”
Reading Discussion/Activity, Trumbull et all: 3 and Darder’s article,
Video Presentation/Discussion “Richard Rodriguez: Victim of two
cultures”
Article Discussion
Group work time
Trumbull et al: 4, work on Curricula Text Exam Assignment and reading
to share in class.
Reading Discussion/Activity, Trumbull et al., 4
Video Presentation/Discussion “Fear of Learning at Hoover Elementary
School”
Common Assignment (Curricula Text Exam Share, Make sure to bring
your textbook due share)
Group work time
Homework
Readings
Trumbull et al: 5, and Kivel’s article, “Entitlement” and Reyhner’s
article, “Integrating Indigenous Studies Across the Curriculum
Wednesday
7/14/10
Reading Discussion/Activity, Trumbull et al. 5 and Kivel’s article and
Reyhner’s article
Video Presentation/Discussion “A.K.A. Don Bonus = Diary by a
Cambodian High School Student”
Clarify Final Project
Lecture: Changing the School’s Cultural Context and Intercultural
Sensitivity Activity
12
Group work time
Homework
Readings
Trumbull et al: 6 + Appendix, prepare your culture dish with recipe
Hackman’s article, “Five Essential Components for Social Justice Education”
Thursday
7/15/10
Reading Discussion/Activity, Trumbull et al. 6 + Appendix and
Hackman’s article
Guest Speaker, Mike Sweeney, Retired Teacher
Cultural Dish and Recipe-Share Due
Cultural Observation Project Sharing and Due
Multicultural Resources Center Report due July 29th, 2010
Culture Research Project turn in by July 29th, 2010
Course Evaluation
End of Summer 2010 Syllabus—Dr. Thao (See all Attachments)
Curricula Text Examination Assignment
CI 567: Curriculum and Culture
Rubric Explanation of Criterion Performance Rating
Summer 2010
Content & Elements
of assessing
questions
No Evidence of
Knowledge Infusion
(5 pts)
Emerging of
Evidence of
Knowledge Infusion
(10 pts)
Does the content
No analysis plan
It has some
affirm diversity?
and evaluation data explanation. It
Why/Why Not?
requires more
clearly articulated
how the text content
affirmed diversity.
Does it depict,
Rationale is brief
Report has data
represent, ethnic,
and no mention of
include some
gender, disability, or observation data and attention to how the
class cultural
compiling.
text devotes to each
stereotypes or roles?
culture group.
Explained minimal
who race, sex,
culture stereotypes,
and roles.
Does the text
No explanation
Text analysis has
13
Substantial
Evidence of
Knowledge Infusion
(15 pts
There is a clear
explanation how the
content affirm
diversity. It has
great examples and
rationale.
It provides
overwhelming data;
problem is clearly
defined, fully
explored, compiled,
and acknowledged
culture values.
Text analysis takes
provide students
who are members of
a diverse
ethnic/cultural/racial
group much with
which to identify?
Why/Why Not?
what the text has
provided to
culturally diverse
students. No
assessment is
demonstrated.
Overall, a short
reflection of your
experience about
this text analysis.
No clear
understanding of
reflection.
clearly articulated
the diverse culture
representation of
students but not
explicitly deal
effectively with its
concerns for all
culturally diverse
groups.
It presents some
professional goals
that are not strongly
related to evaluation
of text. It has a
vague reflection to
how the text
deliberately used.
into account
different culture
representation of
students. It is very
thoughtful and
differentiated across
all culturally diverse
groups.
It discusses in detail
ideas for carefully
examining text for
future instruction. It
provides great
suggestion and
explanation makes
reference to theory
and research.
CI 567: Curriculum and Culture
Summer 2010
Class Reading Discussion/Activity Rubric
Excellent
Introduction is
clear;
Excellent,
interactive content
discussion, multiple
perspectives
Facilitated
discussion clear,
complete analysis
and synthesis of
ideas in readings
Uses several
relevant provocative
activities and
examples; Excellent
integration of
content; language is
professional, and
free of jargon, bias.
Excellent
professionalism and
Good
Introduction is easy
to grasp; Good
examples of content,
some perspectives
Facilitated
discussion mostly
clear, complete and
accurate
Great integration of
content; uses varied
examples and
activities. Language
is mostly free of
bias; and free of
grammar errors.
Good
professionalism and
Acceptable
Introduction can be
understood/some
aspects not well
defined, Fair
examples of content,
limited perspectives
Facilitated
discussion
somewhat clear,
complete, and
accurate
Adequate
integration of
content; language is
professional free of
bias; several
grammatical and
spelling errors are
evident.
Fair professionalism
and delivery
14
Not Acceptable
Introduction is not
provided, or is not
easy to understand;
Poor examples of
content, no
perspectives
Facilitated
discussion not clear,
incomplete and
inaccurate
Unacceptable, poor
use of language,
sentences have
several grammatical
and spelling errors
and language is not
professional.
Unprofessional and
dis-organized
delivery
Engaging and
persuasive; involves
audience, peers.
delivery
Interesting;
Sometimes involves
the audience, peers.
Slightly engaging;
Seldom involves the
audience, peers.
Not engaging;
Minimally involves
the audience, peers.
CI 567: Curriculum and Culture
Summer 2010
Culture Research Paper Rubric
Criteria
Clear Focus
Excellent
(20)
Proficient,
Interesting, Shows
originality of
thought
Paper
Organization
Well organized,
Logical
development, and
Persuasive
Support of
Claims/Eviden
ce
Original and
insightful support
and evidence
Content
Offers excellent
responsive to
research questions
and appropriate
cultural context
APA guideline; Adheres to APA
APA Citations guideline and
citations
Paper Quality
and Creative
Presentation
Excellent
professionalism and
delivery; Engaging
and persuasive
Proficient
(10)
Focus point is clear,
Shows some
originality of
thought
Needs Work
(5)
Focus point is
vague, Not well
support, No
originality of
thought
Shows some
Paragraphs are
organized, Some
incoherent, Lack of
clear points and
logical, No
develop thesis
Connections and
have no focus
Each point is
Some points are
supported by
unsupported,
clearly relevant
Support offered
citations and/or
does not relate to
example
the points
Addresses some
Minimal response
research questions
to research
and appropriate
questions and
cultural context
appropriate cultural
context
Generally adheres
Occasionally
to APA guideline
adheres to APA
and citations
guideline and
citations
Good
Fair professional
professionalism and and delivery;
delivery; Interesting Slightly engaging
Incomplete
(0)
No focus point or
overall point
Paragraphs are not
related to the thesis
No reference to
primary and
secondary support
sources
No evidence of any
responsive to
research questions
and appropriate
cultural context
Does not adhere to
APA guideline and
citations
Unprofessional and
dis-organized
delivery; Not
Engaging
Note: It is expected that your paper should be free of grammatical, spelling errors and
language is professional.
15