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English Language Arts: Audience & Purpose (TEKS.ELA.9-12.8.E.iii) Practice Test

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Q1

Calls to abandon traditional, confidential peer review in the humanities often invoke a technocratic imaginary—metrics dashboards, post-publication scorekeeping, and algorithmic gatekeeping—without reckoning with the epistemic texture of interpretive work. Hermeneutic claims are rarely falsifiable in the narrow sense; they are adjudicated through historically situated judgment, methodological pluralism, and the capacity to inhabit competing frameworks with intellectual charity. Open reports and reviewer signatures, while salutary for transparency, may generate perverse incentives: performative rigor, reputational herding, and a chilling effect on junior scholars who dissent from canonical readings or dominant theories. What the humanities require is not a frictionless reputation economy but thicker accountability: slow, dialogic review that foregrounds argumentative architecture, evidentiary warrant, and the ethical stakes of interpretation. Editors should curate review panels for epistemic diversity, publish synthesizing editorials that map areas of agreement and principled disagreement, and weight reports not by h-index but by the quality of their reasons. Tenure and promotion committees, in turn, must recalibrate their reliance on bibliometrics toward qualitative dossiers that surface a scholar's interlocutors, risks taken, and contributions to live debates. Reform is needed—but it must respect the distinctive modes of knowledge-making that define humanistic inquiry.

Based on the text's vocabulary, references, and argumentative nuance, who is the most likely intended audience?

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