COCA "cope"

Cope are frequently connected to the preparation "with".

COCA affect v.s effect KWIC

COCA -anyway v.s any way

>Anyway is so often connected to the word"care" verbally.

>When any way is connected to the word"help",it somewhat means "I would do it whatever happen"

Hot potato me & others

1.The first one is what I design with hot potato.
2.The second one is my classmates exercise (Connie)

COCA exercise 3

3. contemporary (n)

Meaning: existing or living at the same time

Frequency:25875

Example 1:

New York, USA; e-mail fboydbuffalo.edu. # 2134 Preparing students for college and careers in the 21st century has shed light on text complexity as an important variable for consideration in English Language Arts. Authors of The Common Core State Standards (CCSS) define text complexity as broad, highlighting qualitative, rather than quantitative evaluations of narrative fiction as appropriate for matching readers with texts. The text exemplar list published in the appendices of the CCSS, does not include contemporary works of young adult literature. Young adult literature can be used in English Language Arts classrooms to fulfill the expectations of the CCSS while meeting the appropriate qualitative evaluations of texts students in middle and high school grades are expected to read. This article examines qualitative evaluations of three works of young adult literature that are not only textually complex as defined by authors of the CCSS, but appropriate and engaging for adolescent identity and development. # FEATURE ARTICLE # ESTABLISHING ITS PLACE # How do you choose textually complex literature

Example 2:

has led to a rich interdisciplinary examination of scientific processes (e.g., Hand et al., 2003). Extending back to the 1950s, the prevailing definition of scientific literacy was fundamentally viewed as the general public's familiarity with scientific concepts (DeBoer, 2000). In tandem with science education reforms fueled by the standards movement, in the 1990s science literacy became largely intertwined with a pedagogy of inquiry (DeBoer, 2000). Since that time, scientific text structure and Discourse have come into sharper focus as key ingredients to scientific literacy. # Virtually all contemporary definitions of scientific literacy have continued to include the 1950s Sputnik-driven emphasis on a strong science knowledge base and ability to reason. For instance, building on Shamos's (1995) dichotomy of scientific literacy as either " functional " or " true, " Baram-Tsabari and Yarden (2004) defined functional scientific literacy as " the ability to converse, read, and write coherently in a nontechnical but meaningful context " (p. 403). They defined true scientific literacy as "' scientific habits of mind' such

My example: Newton's discovery og the calculus was comtemporary with that of Liebniz.