Digital Texts for Different Users

Speakers and writers often want to vary the length and structures of their messages.  While some speakers want to use short sentences, other speakers end up using long or lengthy messages to illustrate their points of view.   Depending on the specific needs, writers' and speakers' use their "words" (Weinstein and Finn 89) which can lead to "thoughts" (Weinstein and Finn 89).  Weinstein and Finn showed that everyday words that speakers and writers use can "predetermine what thoughts" (89) they have in the first place. There are times speakers and writers want to express something in their minds, but they go to a blank stage and start to think what they want to say. They experience some forms of "cross-out" (Weinstein and Finn 91). According to Weinstein and Finn, "cross-out" is not a part of grammar rule, and writers have leverage about the use of "cross-outs" in writing.  For example, I tend to say something, and imme

 Commas (, ) and BUT   English is not an easy language to master. There are literally thousands of rules pertaining to the way English should be used correctly.  Regardless of the purposes, native and acquired English speakers cannot remember and apply all of the rules pertaining English language.  Whether or not native and acquired English speakers use descriptive or prescriptive language to communicate, they will make mistakes at some points due to its orthography, syntax, pronunciation, and semantics.  Geographic regions make it harder to use English grammar correctly. With two main English types-American English and British English, there are also other English varies such as Indian English, Canadian English, Australian English, Philippine English, Malaysian English, Scottish English, and South African English. With different English varieties, native and acquired English speakers may not use English in the same way. For example, they may use "but" and "comma"

 MoDiFiFeRs   I had a chance to use the word "modifier" this past Friday as I was reviewing English language art (ELA) concepts with my students.  To my astonishment, my fourth grade and some fifth grade students did not know or could not make connection with the word "modifier." I had to take them around and finally someone mentioned the words "change" and "make better."  I went around and expanded the term "modifier" with the U.S. Amendments. I demonstrated how lawmakers went about to change or modify the Constitution to make it better for people in the United States. Finally, I asked the students how and why "modifiers" relate to how we use language as we speak. Some of them shared that we used "modifiers" to describes the "nouns" or "pronouns" in the sentences.  Grammarly.com defined "modifiers" as "words that modify" (What Are), and the term modify is defined as "to