This discourse was intended to be his last appeal to the Jewish people and the final indictment of his vehement enemies and would-be destroyers - the. Multitran.com: Free online dictionary in English, German, French, Spanish. SWI-Prolog forum.

Overview

Nearly all Markdown applications support the basic syntax outlined in John Gruber’s original design document. There are minor variations and discrepancies between Markdown processors — those are noted inline wherever possible.

Headings

To create a heading, add number signs (#) in front of a word or phrase. The number of number signs you use should correspond to the heading level. For example, to create a heading level three (<h3>), use three number signs (e.g., ### My Header).

Alternate Syntax

Alternatively, on the line below the text, add any number of characters for heading level 1 or -- characters for heading level 2.

Heading Best Practices

Markdown applications don’t agree on how to handle a missing space between the number signs (#) and the heading name. For compatibility, always put a space between the number signs and the heading name.

Paragraphs

To create paragraphs, use a blank line to separate one or more lines of text.

Paragraph Best Practices

Unless the paragraph is in a list, don’t indent paragraphs with spaces or tabs.

Line Breaks

To create a line break (<br>), end a line with two or more spaces, and then type return.

Line Break Best Practices

You can use two or more spaces (commonly referred to as “trailing whitespace”) for line breaks in nearly every Markdown application, but it’s controversial. It’s hard to see trailing whitespace in an editor, and many people accidentally or intentionally put two spaces after every sentence. For this reason, you may want to use something other than trailing whitespace for line breaks. Fortunately, there is another option supported by nearly every Markdown application: the <br> HTML tag.

For compatibility, use trailing white space or the <br> HTML tag at the end of the line.

Discourse Markdown Vs

There are two other options I don’t recommend using. CommonMark and a few other lightweight markup languages let you type a backslash () at the end of the line, but not all Markdown applications support this, so it isn’t a great option from a compatibility perspective. And at least a couple lightweight markup languages don’t require anything at the end of the line — just type return and they’ll create a line break.

Emphasis

You can add emphasis by making text bold or italic.

Bold

To bold text, add two asterisks or underscores before and after a word or phrase. To bold the middle of a word for emphasis, add two asterisks without spaces around the letters.

Bold Best Practices

Markdown applications don’t agree on how to handle underscores in the middle of a word. For compatibility, use asterisks to bold the middle of a word for emphasis.

Italic

To italicize text, add one asterisk or underscore before and after a word or phrase. To italicize the middle of a word for emphasis, add one asterisk without spaces around the letters.

Italic Best Practices

Markdown applications don’t agree on how to handle underscores in the middle of a word. For compatibility, use asterisks to italicize the middle of a word for emphasis.

Bold and Italic

To emphasize text with bold and italics at the same time, add three asterisks or underscores before and after a word or phrase. To bold and italicize the middle of a word for emphasis, add three asterisks without spaces around the letters.

Bold and Italic Best Practices

Markdown applications don’t agree on how to handle underscores in the middle of a word. For compatibility, use asterisks to bold and italicize the middle of a word for emphasis.

Blockquotes

To create a blockquote, add a > in front of a paragraph.

The rendered output looks like this:

Dorothy followed her through many of the beautiful rooms in her castle.

Blockquotes with Multiple Paragraphs

Blockquotes can contain multiple paragraphs. Add a > on the blank lines between the paragraphs.

The rendered output looks like this:

Dorothy followed her through many of the beautiful rooms in her castle.

The Witch bade her clean the pots and kettles and sweep the floor and keep the fire fed with wood.

Nested Blockquotes

Blockquotes can be nested. Add a >> in front of the paragraph you want to nest.

The rendered output looks like this:

Dorothy followed her through many of the beautiful rooms in her castle.

The Witch bade her clean the pots and kettles and sweep the floor and keep the fire fed with wood.

Blockquotes with Other Elements

Blockquotes can contain other Markdown formatted elements. Not all elements can be used — you’ll need to experiment to see which ones work.

The rendered output looks like this:

The quarterly results look great!

• Revenue was off the chart.
• Profits were higher than ever.

Everything is going according to plan.

Lists

You can organize items into ordered and unordered lists.

Ordered Lists

To create an ordered list, add line items with numbers followed by periods. The numbers don’t have to be in numerical order, but the list should start with the number one.

Ordered List Best Practices

CommonMark and a few other lightweight markup languages let you use a parenthesis ()) as a delimiter (e.g., 1) First item), but not all Markdown applications support this, so it isn’t a great option from a compatibility perspective. For compatibility, use periods only.

Unordered Lists

To create an unordered list, add dashes (-), asterisks (*), or plus signs (+) in front of line items. Indent one or more items to create a nested list.

Starting Unordered List Items With Numbers

If you need to start an unordered list item with a number followed by a period, you can use a backslash () to escape the period.

Unordered List Best Practices

Markdown applications don’t agree on how to handle different delimiters in the same list. For compatibility, don’t mix and match delimiters in the same list — pick one and stick with it.

Adding Elements in Lists

To add another element in a list while preserving the continuity of the list, indent the element four spaces or one tab, as shown in the following examples.

Paragraphs

The rendered output looks like this:

• This is the first list item.

• Here’s the second list item.

  I need to add another paragraph below the second list item.

• And here’s the third list item.

Blockquotes

The rendered output looks like this:

• This is the first list item.

• Here’s the second list item.

  A blockquote would look great below the second list item.

• And here’s the third list item.

Code Blocks

Code blocks are normally indented four spaces or one tab. When they’re in a list, indent them eight spaces or two tabs.

The rendered output looks like this:

1. Open the file.

2. Find the following code block on line 21:

3. Update the title to match the name of your website.

Images

The rendered output looks like this:

1. Open the file containing the Linux mascot.

2. Marvel at its beauty.

3. Close the file.

Lists

You can nest an unordered list in an ordered list, or vice versa.

The rendered output looks like this:

1. First item
2. Second item
3. Third item
   • Indented item
   • Indented item
4. Fourth item

Code

To denote a word or phrase as code, enclose it in backticks (`).

Discourse Markdown Meaning

Escaping Backticks

If the word or phrase you want to denote as code includes one or more backticks, you can escape it by enclosing the word or phrase in double backticks (``).

Code Blocks

To create code blocks, indent every line of the block by at least four spaces or one tab.

The rendered output looks like this:

Horizontal Rules

To create a horizontal rule, use three or more asterisks (***), dashes (---), or underscores (___) on a line by themselves.

The rendered output of all three looks identical:

Horizontal Rule Best Practices

For compatibility, put blank lines before and after horizontal rules.

Links

To create a link, enclose the link text in brackets (e.g., [Duck Duck Go]) and then follow it immediately with the URL in parentheses (e.g., (https://duckduckgo.com)).

The rendered output looks like this:

My favorite search engine is Duck Duck Go.

Adding Titles

You can optionally add a title for a link. This will appear as a tooltip when the user hovers over the link. To add a title, enclose it in parentheses after the URL.

The rendered output looks like this:

My favorite search engine is Duck Duck Go.

URLs and Email Addresses

To quickly turn a URL or email address into a link, enclose it in angle brackets.

The rendered output looks like this:

https://www.markdownguide.org
fake@example.com

Formatting Links

To emphasize links, add asterisks before and after the brackets and parentheses. To denote links as code, add backticks in the brackets.

The rendered output looks like this:

I love supporting the EFF.
This is the Markdown Guide.
See the section on code.

Reference-style Links

Reference-style links are a special kind of link that make URLs easier to display and read in Markdown. Reference-style links are constructed in two parts: the part you keep inline with your text and the part you store somewhere else in the file to keep the text easy to read.

Formatting the First Part of the Link

The first part of a reference-style link is formatted with two sets of brackets. The first set of brackets surrounds the text that should appear linked. The second set of brackets displays a label used to point to the link you’re storing elsewhere in your document.

Although not required, you can include a space between the first and second set of brackets. The label in the second set of brackets is not case sensitive and can include letters, numbers, spaces, or punctuation.

This means the following example formats are roughly equivalent for the first part of the link:

• [hobbit-hole][1]
• [hobbit-hole] [1]

Formatting the Second Part of the Link

The second part of a reference-style link is formatted with the following attributes:

1. The label, in brackets, followed immediately by a colon and at least one space (e.g., [label]: ).
2. The URL for the link, which you can optionally enclose in angle brackets.
3. The optional title for the link, which you can enclose in double quotes, single quotes, or parentheses.

This means the following example formats are all roughly equivalent for the second part of the link:

• [1]: https://en.wikipedia.org/wiki/Hobbit#Lifestyle
• [1]: https://en.wikipedia.org/wiki/Hobbit#Lifestyle 'Hobbit lifestyles'
• [1]: https://en.wikipedia.org/wiki/Hobbit#Lifestyle 'Hobbit lifestyles'
• [1]: https://en.wikipedia.org/wiki/Hobbit#Lifestyle (Hobbit lifestyles)
• [1]: <https://en.wikipedia.org/wiki/Hobbit#Lifestyle> 'Hobbit lifestyles'
• [1]: <https://en.wikipedia.org/wiki/Hobbit#Lifestyle> 'Hobbit lifestyles'
• [1]: <https://en.wikipedia.org/wiki/Hobbit#Lifestyle> (Hobbit lifestyles)

You can place this second part of the link anywhere in your Markdown document. Some people place them immediately after the paragraph in which they appear while other people place them at the end of the document (like endnotes or footnotes).

An Example Putting the Parts Together

Say you add a URL as a standard URL link to a paragraph and it looks like this in Markdown:

Though it may point to interesting additional information, the URL as displayed really doesn’t add much to the existing raw text other than making it harder to read. To fix that, you could format the URL like this instead:

In both instances above, the rendered output would be identical:

In a hole in the ground there lived a hobbit. Not a nasty, dirty, wet hole, filled with the ends of worms and an oozy smell, nor yet a dry, bare, sandy hole with nothing in it to sit down on or to eat: it was a hobbit-hole, and that means comfort.

and the HTML for the link would be:

Link Best Practices

Markdown applications don’t agree on how to handle spaces in the middle of a URL. For compatibility, try to URL encode any spaces with %20.

Images

To add an image, add an exclamation mark (!), followed by alt text in brackets, and the path or URL to the image asset in parentheses. You can optionally add a title after the URL in the parentheses.

The rendered output looks like this:

Linking Images

To add a link to an image, enclose the Markdown for the image in brackets, and then add the link in parentheses.

The rendered output looks like this:

Escaping Characters

To display a literal character that would otherwise be used to format text in a Markdown document, add a backslash () in front of the character.

The rendered output looks like this:

* Without the backslash, this would be a bullet in an unordered list.

Characters You Can Escape

You can use a backslash to escape the following characters.

HTML

Many Markdown applications allow you to use HTML tags in Markdown-formatted text. This is helpful if you prefer certain HTML tags to Markdown syntax. For example, some people find it easier to use HTML tags for images. Using HTML is also helpful when you need to change the attributes of an element, like specifying the color of text or changing the width of an image.

To use HTML, place the tags in the text of your Markdown-formatted file.

The rendered output looks like this:

This word is bold. This word is italic.

HTML Best Practices

For security reasons, not all Markdown applications support HTML in Markdown documents. When in doubt, check your Markdown application’s documentation. Some applications support only a subset of HTML tags.

Use blank lines to separate block-level HTML elements like <div>, <table>, <pre>, and <p> from the surrounding content. Try not to indent the tags with tabs or spaces — that can interfere with the formatting.

You can’t use Markdown syntax inside block-level HTML tags. For example, <p>italic and **bold**</p> won’t work.

Take your Markdown skills to the next level.

Discourse Markdown Theory

Learn Markdown in 60 pages. Designed for both novices and experts, The Markdown Guide book is a comprehensive reference that has everything you need to get started and master Markdown syntax.

Want to learn more Markdown?

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Academic Discourse Essay, Research Paper

In Peter Elbow’s, Writing for Teachers, he states, “Teachers are one of the trickiest audiences of all, yet they also illustrate the paradox that audiences sometimes help you and sometimes get in your way.” A teacher’s experience can give a student author valuable insight to the development of his writing, while at the same time offer criticism that may prove beneficial. Unfortunately, the relationship between a student and his teacher is a very difficult one that often poses more problems than can be resolved.

In order to become a more proficient writer, a student must be able to write in numerous voices, or at least develop one to use as a platform. In order to find and utilize his voice, an author must be able to specifically identify his audience and then determine the type of discourse that would prove most effective. This can become an impossible task when a student views a teacher as his audience, while the teacher is determined not to be the audience.

Discourse Markdown

A teacher’s decision to be nothing more than a proofreader is based on sound reasoning. With a teacher as the intended audience, a student will attempt to change his style in order to receive a higher grade. Not only is it uncomfortable for the author to write in a voice not his own, but when a teacher returns his essay, he is certain to be disappointed by his mark. A teacher would find his paper awkward as a result of his unsure voice. This is only more frustrating for the student, who believed that his paper was what the teacher wanted. Furthermore, the student is questioning his own ability to produce an essay that expresses his own beliefs rather than those of his teacher.

The opposite type of student can pose an equally destructive problem. A student who has already developed a strong voice and style of his own may feel forced to impress his teacher. This type of student will often receive a high grade, but when he is required to write a paper for a “real” audience, he will discover his method no longer works. As Elbow puts it, “Teachers are not the real audience. You don’t write to teachers, you write for them.”

To avoid being named as the audience, a teacher often reads papers as an omniscient character. He may provide his own input at times, but prefers to observe and thus determine the reaction a “general reader” would have when reading the essay. This “general reader” is best described as, “… a creature blessed by intelligence, a certain amount of education (“general”), and an open mind.” (Elbow) Because the “general reader” and the teacher are so closely connected, there is always confusion (even on the teacher’s behalf) concerning the opinions of such an ill-defined and vague personality. Elbow considers this problem and writes, “It’s hard to argue well or learn about argument when you are unsure who your audience is and what its position on the topic is likely to be.”

Also in Writing for Teachers, Elbow states, “Students discover they get knocked down more when they try their hardest. All but the born fighters learn to hold back—to do less than their best—when they spar with teachers.” This behavior produces many disadvantages. Not only does it eliminate any sense of motivation the student may previously have entertained, but it teaches each author that it is okay, and even acceptable, to turn in work that is less than their best.

This learned behavior is also responsible for the production of “bull” as described by William G. Perry, Jr. in Examsmanship and the Liberal Arts, “To bull- To present evidence of an understanding of form in the hope that the reader may be deceived into supposing a familiarity with content.” When a student uses such a technique in his writing, it is hard to believe that he put much effort into his piece and yet, he will most likely be rewarded with a decent grade. Perry reasons, “Perhaps this value accounts for the final anomaly: as instructors, we are inclined to reward bull highly, where we do not detect its intent, to the consternation of the bullster’s acquaintances.”

Perhaps a teacher’s willingness to accept mediocre work is based on the fact that he thinks the author may not be able to take his criticism. This is nothing short of a friendly consideration on the teacher’s part, but it is an unnecessary one. Students receive so much criticism from others on a daily basis that a few comments on an essay do nothing to rival. Harsh as they may seem, these comments are actually helping the student to become a better writer. When the author is asked to write a paper for a “real” rather than “general” audience, he will be much more capable because his teacher has given him honest feedback as to how a person would actually react to his essay. Unfortunately, those students whose instructors refuse to provide criticism will never know what parts of their papers to improve upon. Elbow effectively makes his point by stating, “… the student never gets the experience of learning what actually happens to a real reader reading his words.”

How can students get around all of these obstacles and write a paper that appeals to both the teacher and the “general reader?” Perhaps this is the intended purpose of writing classes: to teach students to become better versed in writing for many people all at once. For those who may find it difficult to cope with the conflict caused where academic discourse is concerned, Elbow offers some free advice that may prove very helpful.

Asking a teacher to provide a more clearly explained set of directions could be very favorable. Besides the obvious advantages that an increased amount of clarity would furnish, the teacher may also choose to sponsor a class discussion on the exact audience of their papers. Every time an essay is assigned, it would be to both the teacher’s and the student’s benefit to consider the topic of the paper and then deduce what disposition a “general reader” would take on such an issue or event. By clearly defining the audience, the author is not only learning to address his readers, but he is also beginning to realize the relationship between the style of a piece of literature and the audience it attempts to reach.

Probably one of the most effective pieces of advice offered by Elbow is, “…your teacher is a friend doing you a favor—not an employee doing a duty.” Much of the reason there is a problem between students and teachers to begin with is the fact that instructors feel insulted when authors turn in their final papers complete with abundant mistakes. A teacher could not be more offended. These educators are willing to give the student their expertise for free, and yet some students treat them as if they are responsible for cleaning up foolish errors that could very easily have been fixed. Elbow, a teacher himself, lists several pieces of common sense that he expects from his students. First, he expects that each paper be neat and as mistake-free as possible. Next, he asks that each paper be turned in on time. He goes on to mention how important it is to stick to the assignment and not rattle on about topics totally unrelated to that which you are supposed to be discussing. Although no student can be forced to follow each of these requests, if they are disregarded the teacher will undoubtedly become less motivated to try to understand an unclear passage or explain an error in the future.

Much of Elbow’s advice is sensible and will help the student a great deal if applied correctly. However, several of his suggestions seem impractical. For example, Elbow recommends arranging an alternate assignment with the teacher. Teachers assign different projects because there is a certain skill they want to teach. Although an alternate assignment may indeed be able to offer the same type of learning, there is also the issue of fairness. Other students in the classroom may assume that the teacher is showing favoritism to another student. Instead of the student being the one to take the initiative to come up with an alternate assignment, the teacher should suggest two or three essay topics that students may choose from. In this way, the teacher is providing a range of questions that ask the student to use the technique the teacher is reinforcing. Then, both teacher and student are satisfied and none of the students suspect that any other is being given special privileges.

Elbow also suggests bringing in outside readers as a new audience for the students. Every once in a while, this would be a very beneficial event, however, it would take a large amount of planning to execute. All of the work that would be put into the organization of such an event seems needless when there is a perfect audience already assembled- classmates. Not only will peers help correct grammatical and structural errors, but by reading other’s papers, students are learning about other styles of writing and adding these different voices to their own repertoire.

Discourse Markdown Definition

There are many problems in the relationship between students and teachers that can be solved simply by introducing classmates as the audience. Obviously, the conflict teachers have within themselves while deciding whether their true reactions are too harsh to relay to their students. Elbow suggests submitting an evaluation-type form along with the essay, so that both the teacher and the student understand what is expected as far as comments and feedback go. However, even if only half of a teacher’s students submitted such a form, the workload created would be enormous. The simple and more effective solution is to provide each student with a general evaluation sheet and have each student trade with another classmate so that everyone receives feedback from a real person- not just a “general reader.”

Receiving feedback such as this aids a student in improving much more than the style in which he presents his material. Elbow states in his article, “But if your teacher only tells you what you did wrong you may not be able to fix it no matter how clearly he explains the problem: he’s asking for behavior you’ve never produced before.” When students exchange papers, each author is given the chance to explore the different ways of communicating a thought and presenting an idea. Every student has his strong points and every student has his weak points. So, if there is a particular passage a student needs help with, there is bound to be another student who is strong in that area and could only benefit from helping him. It is one thing to learn something, but quite another to actually explain it to someone else in terms that they are capable of understanding. By doing this both students are learning: one is coming to an even greater understanding of the principle which he is trying to explain, and the other is learning a technique he has never encountered before.

Discourse Markdown Meaning

The relationship between teachers and students is one that can not be solved easily. Each teacher is different and has his own methods of conveying information to students. The only practical way to become better at writing for teachers is to get to know the instructor then adjust your own work habits so that both of you can make the most of your time. Overall, this will produce a less stressful working environment and both the teacher and the student will be more willing to accommodate each other. Ultimately, this will resolve the dilemma between the instructor and the author while providing an increased understanding of literary techniques to the student.