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Text Linguistics of Qur'anic Discourse: An Analysis (Culture and Civilization in the Middle East)
by Hussein Abdul-RaofText Linguistics of Qur'anic Discourse is an in-depth investigation of the fabric of Qur'anic Discourse. It unravels the texture of the macro Qur'anic text; its cohesion and coherence systems; the notions of intertextuality, semantic relatedness, and thematic sequentiality; the macro textual features of ellipsis, repetition, and argumentation structure; and the contextual, co-textual, grammatical, and semantic factors involved in the macro Qur'anic text. This book is a valuable and methodologically consistent learning and teaching academic resource for universities worldwide in this intriguing new discipline. Through its methodologically coherent discussion and in-depth analysis that is hinged upon modern European text linguistics, Text Linguistics of Qur'anic Discourse provides an insight into the newly established discipline of text linguistics, and explores the different layers of the macro Qur'anic text as an academic requirement.
The Text of the Old Testament: An Introduction to the Biblia Hebraica
by Ernst Wurthwein Alexander Achilles FischerKristin De Troyer — University of St. Andrews &“This finely revised and nicely updated version of one of the classics in our field can truly be called a grand introduction to the history of the biblical text.&”Leonard Greenspoon — Creighton University &“Readers familiar with Würthwein&’s earlier work will discover all of the strengths of his approach to Biblical Hebrew. Old and new readers will enjoy the thoroughly up-to-date discussion of the aims and methods of textual criticism as well as the unbiased analysis of ancient versions and their modern scholarly editions. Beautifully reproduced plates are easy to read, and the updated bibliography is satisfyingly full. . . . This successful project can be easily digested by newcomers and savored by specialists.&”Robert L. Hubbard — North Park Theological Seminary &“A very welcome, thorough revision of the long-honored standard introduction to the Masoretic text. Its integration of recent scholarship is first-rate, and the rewritten text retains the clear, accessible style that won its predecessors decades of popularity as a textbook. Yet another generation of students will find in this book a friendly, reliable guide through the complex terrain of ancient Hebrew texts and their relationships. Highly commended.&”The Bible Today &“Every scholar and serious Bible student should have a passing knowledge of the work of the text critic. This book will provide such knowledge.&”Books at a Glance "An important, up-to-date resource that will benefit everyone interested in Old Testament Textual criticism. The excellent bibliography, diagrams, and plates are unique contributions among introductory works in the field. Highly recommended."
Text Sets in Action: Pathways Through Content Area Literacy
by Mary Ann Cappiello Erika Thulin DawesFinding ways to organize your classroom instruction for knowledge building and literacy learning can be challenging. How can you incorporate more nonfiction and informational text in your content area curriculum while expanding and deepening representation with diverse texts? What can motivate student learning while providing equity and access for different learning styles and needs? Text sets are the answer!In Text Sets in Action: Pathways Through Content Area Literacy, authors Erika Thulin Dawes and Mary Ann Cappiello demonstrate how text sets offer students the opportunity to build critical thinking skills and informational literacy while generating interest and engagement across the content areas. Put your students in the center of the meaning-making in your classroom with multimodal multi-genre text sets in action. In Text Sets in Action, the authors: Model how text sets build foundational skills and metacognitive strategies as students experience a carefully scaffolded and sequenced exploration of ideas, academic, and content vocabularyExplain how text sets encourage classroom discussion by having students ask questions about what they read, debate different perspectives, and relate the texts to their own personal experiences and the changes they would like to see in the worldShow how children's literature and multimodal, multi-genre texts can serve as mentor texts for student writing and inspire creativity and advocacyDemonstrate how to curate text sets that can introduce diverse and underrepresented voices into the classroom, fostering appreciation for different points of view and generate deeper critical thinkingProvide resources and suggestions for designing text sets a multimodal, multi-genre text set can include children's literature of all genres, as well as digital texts, YouTube videos, news articles, podcasts, and more Text Sets in Action will help you create a collection of text sets that can be added to or edited over the years to align with your lesson plan goals. Teachers who have adopted this approach saw greater student reading comprehension and critical thinking skills. By introducing a multitude of text, teachers will ignite a spirit of inquiry and engagement for lifelong learning.
Text Structure Reading Comprehension Book Reading Level 3.5 - 5.0
by EdupressWelcome to the Edupress Text Structure Reading Comprehension Book. This resource is an effective tool for instruction, practice, and evaluation of student understanding. It includes ideas on how to introduce different text structures to students, as well as activities to help teach and practice the concepts.
Text Structures and Fables: Teaching Students to Write About What They Read, Grades 3-12 (Corwin Literacy)
by Gretchen S. Bernabei Jayne HoverState tests are assessing reading and writing together—Are you ready? I wish students would interact with a text on their own…I wish it wasn’t like pulling teeth to get them to elaborate their thinking. Wish no more, because bestselling author Gretchen Bernabei shows you how to guide students to be nimble at both short answer and extended responses. Her secret? "Teach students text structures, and they can pour their swirling ideas about the text into cogent writing." Using the accessible format of fables, Bernabei and Hover share lessons and an appendix full of fables so you can teach students five concrete ways to respond to text in any genre: Generate basic responses, using structures that support clarity Craft fiction inspired by the text to unveil literary knowledge and imaginative response Write essays about a theme or moral that display empathic and evidence-based interpretation Answer open-ended questions by selecting a technique that reflects the text and their engagement Use non-traditional formats like graphics and spoken dialogue to showcase their learning The heat is on—beginning in third grade, state tests are now assessing reading and writing together. And that’s a good thing, but we’ve got some catching up to do. With Text Structures and Fables in hand, your students will swiftly and surely become text-savvy readers and writers.
Text Structures and Fables: Teaching Students to Write About What They Read, Grades 3-12 (Corwin Literacy)
by Gretchen S. Bernabei Jayne HoverState tests are assessing reading and writing together—Are you ready? I wish students would interact with a text on their own…I wish it wasn’t like pulling teeth to get them to elaborate their thinking. Wish no more, because bestselling author Gretchen Bernabei shows you how to guide students to be nimble at both short answer and extended responses. Her secret? "Teach students text structures, and they can pour their swirling ideas about the text into cogent writing." Using the accessible format of fables, Bernabei and Hover share lessons and an appendix full of fables so you can teach students five concrete ways to respond to text in any genre: Generate basic responses, using structures that support clarity Craft fiction inspired by the text to unveil literary knowledge and imaginative response Write essays about a theme or moral that display empathic and evidence-based interpretation Answer open-ended questions by selecting a technique that reflects the text and their engagement Use non-traditional formats like graphics and spoken dialogue to showcase their learning The heat is on—beginning in third grade, state tests are now assessing reading and writing together. And that’s a good thing, but we’ve got some catching up to do. With Text Structures and Fables in hand, your students will swiftly and surely become text-savvy readers and writers.
Text Structures From Nursery Rhymes: Teaching Reading and Writing to Young Children (Corwin Literacy)
by Gretchen S. Bernabei Kayla Shook Jayne HoverA Revolutionary Strategy for Teaching Writing to Children How can we shape young students, often just learning how to hold a pencil, into capable writers? This groundbreaking book offers the solution: a clear framework for guiding children to write in any style, from narrative to persuasive. The key lies in using familiar text structures to break down a story into its main components, immediately thrusting students into the role of the writer. Included are 53 lessons, each centered around a classic nursery rhyme, and all the tools you’ll need to lead your students in crafting their own story — in words, pictures, or both. Discover how text structures, already a success in later grades, can also have a profound impact on younger students’ progress.
Text Structures From Nursery Rhymes: Teaching Reading and Writing to Young Children (Corwin Literacy)
by Gretchen S. Bernabei Kayla Shook Jayne HoverA Revolutionary Strategy for Teaching Writing to Children How can we shape young students, often just learning how to hold a pencil, into capable writers? This groundbreaking book offers the solution: a clear framework for guiding children to write in any style, from narrative to persuasive. The key lies in using familiar text structures to break down a story into its main components, immediately thrusting students into the role of the writer. Included are 53 lessons, each centered around a classic nursery rhyme, and all the tools you’ll need to lead your students in crafting their own story — in words, pictures, or both. Discover how text structures, already a success in later grades, can also have a profound impact on younger students’ progress.
Text Structures From Picture Books [Grades 2-8]: Lessons to Ease Students Into Text Analysis, Reading Response, and Writing With Craft (Corwin Literacy)
by Stephen Briseño Kayla Briseño Gretchen BernabeiTeach students the architecture beneath a successful story—and boost their reading comprehension and writing skills for a lifetime Writing instruction can sometimes seem scattershot, as teachers try to cover a galaxy of craft techniques, ideas, intentions, and genres. The possibilities are endless—and that’s the problem. In Text Structures from Picture Books, elementary and middle grade teachers tap into a well-ordered universe of inspiring and illustrative stories to help students frame their thinking and focus choices. Using the bite-size format of picture books as a starting point, the authors share 50 low-prep, quick-access lessons to help you teach students seven concrete ways to respond to text in any genre. Through these lessons, students will be able to: Generate their own writing, using a text structure harvested from the work of professional authors Retell a story, using the text structure from the story Generate reading responses, using structures that support clarity Analyze a story to construct thematic statements, capturing the author’s message and bigger themes Write about a theme or big idea demonstrating empathic and evidence-based interpretation Answer open-ended questions by selecting a technique that reflects the text and their engagement Experiment with author’s craft in their own writing Based on master writing teacher Gretchen Bernabei’s instructional model, the lessons offer a lively, high-impact mix of reading aloud, discussion, modeling, student writing, and peer share. Plus, readers have access to a complete companion website full of text structure reproducibles, reading response prompts, additional lessons and extensions, students samples, and links to demo videos. State tests are now assessing reading and writing together. And that’s a good thing—but we’ve got some catching up to do. Written for students beginning in second grade, Text Structures from Picture Books will help your students swiftly and surely become text-savvy readers and writers.
Text Structures From Picture Books [Grades 2-8]: Lessons to Ease Students Into Text Analysis, Reading Response, and Writing With Craft (Corwin Literacy)
by Stephen Briseño Kayla Briseño Gretchen BernabeiTeach students the architecture beneath a successful story—and boost their reading comprehension and writing skills for a lifetime Writing instruction can sometimes seem scattershot, as teachers try to cover a galaxy of craft techniques, ideas, intentions, and genres. The possibilities are endless—and that’s the problem. In Text Structures from Picture Books, elementary and middle grade teachers tap into a well-ordered universe of inspiring and illustrative stories to help students frame their thinking and focus choices. Using the bite-size format of picture books as a starting point, the authors share 50 low-prep, quick-access lessons to help you teach students seven concrete ways to respond to text in any genre. Through these lessons, students will be able to: Generate their own writing, using a text structure harvested from the work of professional authors Retell a story, using the text structure from the story Generate reading responses, using structures that support clarity Analyze a story to construct thematic statements, capturing the author’s message and bigger themes Write about a theme or big idea demonstrating empathic and evidence-based interpretation Answer open-ended questions by selecting a technique that reflects the text and their engagement Experiment with author’s craft in their own writing Based on master writing teacher Gretchen Bernabei’s instructional model, the lessons offer a lively, high-impact mix of reading aloud, discussion, modeling, student writing, and peer share. Plus, readers have access to a complete companion website full of text structure reproducibles, reading response prompts, additional lessons and extensions, students samples, and links to demo videos. State tests are now assessing reading and writing together. And that’s a good thing—but we’ve got some catching up to do. Written for students beginning in second grade, Text Structures from Picture Books will help your students swiftly and surely become text-savvy readers and writers.
Text Technologies: A History (Stanford Text Technologies)
by Elaine Treharne Claude WillanThe field of text technologies is a capacious analytical framework that focuses on all textual records throughout human history, from the earliest periods of traceable communication—perhaps as early as 60,000 BCE—to the present day. At its core, it examines the material history of communication: what constitutes a text, the purposes for which it is intended, how it functions, and the social ends that it serves. This coursebook can be used to support any pedagogical or research activities in text technologies, the history of the book, the history of information, and textually-based work in the digital humanities. Through careful explanations of the field, examinations of terminology and themes, and illustrated case studies of diverse texts—from the Cyrus cylinder to the Eagles' "Hotel California"—Elaine Treharne and Claude Willan offer a clear yet nuanced overview of how humans convey meaning. Text Technologies will enable students and teachers to generate multiple lines of inquiry into how communication—its production, form and materiality, and reception—is crucial to any interpretation of culture, history, and society.
Text, Theory, Space: Land, Literature and History in South Africa and Australia
by Kate Darian-Smith Liz Gunner Sarah NuttallText, Theory, Space is a landmark in post-colonial criticism and theory. Focusing on two white settler societies, South Africa and Australia, the contributors investigate the meaning of 'the South' as an aesthetic, political, geographical and cultural space. Drawing upon a wide range of disciplines which include literature, history, urban and cultural geography, politics and anthropology, the contributors examine crucial issues including: * defining what 'the South' encompasses * investigating ideas of space, history, land and landscape * claiming, naming and possessing land * national and personal boundaries * questions of race, gender and nationalism
Text, Time, and Context
by Emilie Destruel Richard P. Meier Helen Aristar-DryCarlota S. Smith was a key figure in linguistic research and a pioneering woman in generative linguistics. This selection of papers focuses on the research into tense, aspect, and discourse that Smith completed while Professor of Linguistics at the University of Texas at Austin. Smith's early work in English syntax is still cited today, and her early career also yielded key research on language acquisition by young children. Starting in the mid-1970s, after her move to UT, she embarked on her most important line of research. In numerous papers - the first of which was published in 1975 - and in a very important 1991 book (The Parameter of Aspect), Smith analyzed how languages encode time and how they encode the ways events and situations occur over time. Smith's work on the expression of time in language is notable because of its careful analyses of a number of quite different languages, including not only English and French, but also Russian, Mandarin, and Navajo. Inspired by a year in France in the early 1970s, Smith began to analyze the differing ways in which languages encode time and how they encode the ways events and situations occur over time. In doing so, she developed her signature 'two-component' theory of aspect. This model of temporal aspect provided an excellent framework for graduate students seeking to analyze the temporal systems of an array of languages, including under-described languages that are so much the focus of research in UT's Linguistics Department. Selected by Carlota Smith herself and by her longtime friends and colleagues, this book contains her 1980 piece on temporal structures in discourse, her 1986 comparison of the English and French aspectual systems, a 1996 paper on the aspect system in Navajo (an increasingly-endangered language which Smith worked to preserve), and her 1980 and 1993 papers on the child's acquisition of tense and aspect. Smith, who died in 2007, was a trailblazer in her field whose broad interests fed into her scholarly research. She was an avid reader who sought to bring the analytic tools of linguistics to the humanistic study of literature, by examining the syntactic and pragmatic principles which underlie literary effects. Her research on rhetorical and temporal effects in context was integrated into her last book, Modes of Discourse (2003). The current volume of articles covers much of her most fruitful work on the way in which language is used to express time, and will be essential reading for many working and studying in linguistics generally and in semantics particularly.
Text to Tradition: The Naisadhiyacarita and Literary Community in South Asia (South Asia Across the Disciplines)
by Deven M. PatelWritten in the twelfth century, the Naisadhiyacarita (The Adventures of Nala, King of Nisadha) is a seminal Sanskrit poem beloved by South Asian literary communities for nearly a millennium. This volume introduces readers to the poem's author, his reading communities, the modes through which the poem has been read and used, the contexts through which it became canonical, its literary offspring, and the emotional power it still holds for the culture that values it.Text to Tradition privileges the intellectual, affective, and social forms of cultural practice that inform a region's people and institutions. It also proposes a new way to conduct literary historiography, understanding literary texts as "traditions" in their own right and emphasizing the various players and critical genres involved in their reception. The book underscores the importance of the close study of individual works to building a history of literary cultures. In addition, it creates a groundbreaking model for approaching the study of other venerated South Asian texts.
Textanfänge: Abgrenzungs- und Definitionsfragen am Beispiel verschiedener Textsorten (Linguistik in Empirie und Theorie/Empirical and Theoretical Linguistics)
by Anne-Laure Daux-Combaudon Ricarda SchneiderAusgehend von der Annahme, dass ein Text das Ergebnis einer Kommunikationsabsicht ist, werden in den Beiträgen des Bandes eine Vielfalt von Textanfängen, die verschiedenen Textsorten angehören, und deren spezifische Besonderheiten untersucht. Den Beiträgen liegen sowohl schriftliche als auch mündliche Textkorpora zugrunde, die journalistische und politische Texte (Pressekommentare und Reden), Gebrauchstexte (Kochrezepte), Fachtexte (Verträge und Gesetze) sowie multimodale Texte (Werbeplakate und Direkt-Marketing-Texte) und Gespräche (Mutter-Kind-Interaktionen) einschließen. Die Analysen gehen von einem syntaktischen, semantischen, pragmatisch-sprechakttheoretischen, didaktischen und/oder textlinguistischen Standpunkt aus.
Textbooks and War: Historical and Multinational Perspectives (Palgrave Studies in Educational Media)
by Eugenia Roldán Vera Eckhardt FuchsThis volume reflects on the role played by textbooks in the complex relationship between war and education from a historical and multinational perspective, asking how textbook content and production can play a part in these processes. It has long been established that history textbooks play a key role in shaping the next generation’s understanding of both past events and the concept of ‘friend’ and ‘foe’. Considering both current and historical textbooks, often through a bi-national comparative approach, the editors and contributors investigate various important aspects of the relationships between textbooks and war, including the role wars play in the creation of national identities (whether the country is on the winning or losing side), the effacement of international wars to highlight a country’s exceptionalism, or the obscuring of intra-national conflict through the ways in which a civil war is portrayed. This pioneering book will be of interest and value to students and scholars of textbooks, educational media and the relationships between curricula and war.
Textos costeños: Obra periodística, 1 (1948-1952)
by Gabriel García MárquezEn este primer volumen de la Obra periodística de García Márquez, que abarca el período desde que empezó a escribir para El Universal de Cartagena, en mayo de 1948, hasta diciembre de 1952, ya se advierte el pensamiento y la pasión del autor. Los artículos que componen Textos costeños, primer volumen de la Obra periodística de Gabriel García Márquez, abarcan el período que va de mayo de 1948 a diciembre de 1952. Por un lado constituyen los primeros escritos de un joven de veinte años que llegaría a ser el novelista hispánico más importante de la actualidad y, por otro, son el testimonio del convulsionado mundo colombiano tras la muerte de Jorge Eliécer Gaitán, el 9 de abril de 1948. Los comienzos de Gabriel García Márquez como redactor de El Universal supondrían el punto de partida de una conmoción literaria que ha influido profundamente en la literatura contemporánea. El hecho más puntual, la noticia más cotidiana, se inscriben en el universo de magia literaria privativo del gran creador de Cien años de soledad,El otoño del patriarca y Crónica de una muerte anunciada. En muchos casos, estos impecables textos -recopilados y prologados por Jaques Gilard- se convierten en la explicación de ámbitos que en sus novelas están en forma alusiva. En ellos se encontrarán ecos de la temática de su obra literaria, modificados mil veces por el golpe de luces nuevas. Cronológicamente contemporáneos -como contrapunto y ritmo- de sus novelas y cuentos, advierten que el pensamiento y la pasión -en unos momentos- son los mismos, y el tema en literatura es tan único -y tan diverso- como la vida.
Textos recobrados (1919-1929)
by Jorge Luis BorgesPrimero de los tres libros que recogen la obra miscelánea e inédita del maestro Borges. «Alguna noche, suelo ubicar mis horas en la serenidad del barrio de Almagro: empresa que tiene su poco de catástrofe en cada punta, pues para ir y volver es obligatorio descender a la tierra como los muertos e incluirse en una hilera de ajetreos que hay entre la plaza de Mayo y la estación Loria, y resurgir con una sensación de milagro incómodo y de personalidad barajada, al mundo en que hay cielo. Claro está que esas plutónicas y agachadas andanzas tienen su compensación: tal vez la más segura es poder considerar ese grande y bien iluminado plano de Buenos Aires que ilustra las paredes enterradas de los andenes. ¡Qué maravilla definida y prolija es un plano de Buenos Aires! Los barrios ya pesados de recuerdos, los que tienen cargado el nombre: la Recoleta, el Once, Palermo, Villa Alvear, Villa Urquiza; los barrios allegados por unaamistad o una caminata: Saavedra, Núñez, los Patricios, el Sur; los barrios en que no estuve nunca y que la fantasía puede rellenar de torres de colores, de novias, de compadritos que caminan bailando, de puestas de sol que nunca se apagan, de ángeles: Pueblo Piñeiro, San Cristóbal, Villa Domínico. Lo indesmentible es que la realidad de Buenos Aires también es realidad de poesía, y que su alusión ya es intensificadora de cualquier verso.»Jorge Luis Borges
Textos recobrados (1931-1955)
by Jorge Luis BorgesSegundo de los tres libros que recogen la obra miscelánea e inédita del maestro Borges. «De una a siete de la tarde -mis horas oficiales o "teóricas" de trabajo- me confieso un impostor, un chambón, un equivocado esencial. De noche (conversando con Xul Solar, con Manuel Peyrou, con Pedro Henríquez Ureña o con Amado Alonso) ya soy un escritor. Si el tiempo es húmedo y caliente, me considero (con alguna razón) un canalla; si hay viento sur, pienso que un bisabuelo mío decidió la batalla de Junín y que yo mismo he consumado unas páginas que no son bochornosas. Me pasa lo que a todos: soy inteligente con las personas inteligentes, nulo con las estúpidas. Releo poco mis libros. Los dos capítulos iniciales de Evaristo Carriego, el libro entero Discusión, la página 51 de la Historia universal de la infamia y las biografías del Espantoso redentor Lazarus Morell y del Tintorero enmascarado Hákim de Merv en esa misma Historia, deben ser lo menos intolerable de cuanto he escrito. He publicado tres libros de versos: del primero (Fervor de Buenos Aires, 1923) me agradan dos páginas, Remordimiento por cualquier defunción y Llaneza; del segundo (Luna de enfrente, 1925) ninguna; del tercero (Cuaderno San Martín, 1929) las tituladas Isidoro Acevedo, Muertes de Buenos Aires, La noche que en el Sur lo velaron. Temo parecer indulgente; sé lo imposible de escribir una página sin haber escrito un volumen.»Jorge Luis Borges
Textos recobrados (1956-1986)
by Jorge Luis BorgesTercero de los tres libros que recogen la obra miscelánea e inédita del maestro Borges. «Hacia 1957 reconocí con justificada melancolía que estaba quedándome ciego. La revelación fue piadosamente gradual. No hubo un instante inexorable en el tiempo, un eclipse brusco. Pude repetir y sentir de manera nueva las lacónicas palabras de Goethe sobre el atardecer de cada día: Alles nahe werde fern (Todo lo cercano se aleja). Sin prisa pero sin pausa -¡otra cita goetheana!- me abandonaban las formas y los colores del querido mundo visible. Perdí para siempre el negro y el rojo, que se convirtieron en pardo. Me vi en el centro, no de la oscuridad que ven los ciegos, como erróneamente escribe Shakespeare, sino de una desdibujada neblina, inciertamente luminosa que propendía al azul, al verde o al gris. Ya no había nadie en el espejo; mis amigos no tenían cara; en los libros que mis manos reconocían sólo había párrafos y vagos espacios en blanco pero no letras. Entonces recordé cierta sentencia de Rudolf Steiner: "Si algo se acaba, debemos pensar que algo empieza".»Jorge Luis Borges
Texts and Contexts: Writing About Literature with Critical Theory
by Steven J. LynnTexts and Contexts presents an introduction to contemporary critical theories, from new criticism to cultural studies, as part of the practice of analyzing and writing about literature. Some of the changes to the new edition include enhanced coverage of film and other genres reflecting the growing interest in film as an academic field and engaging students. New sample texts and projects, all classroom-tested, appear at the end of every theory chapter, along with guiding questions to offer more practice for students in applying critical theory to literary texts. There is more on current approaches to literature, including the relationship between rhetoric and reader-response criticism, Marxism, post colonialism, queer theory, feminist theory, and African-American studies.
Texts and Contexts: The Roman Writers and Their Audience (Routledge Revivals)
by Kenneth QuinnFirst published in 1979, Texts and Contexts identifies those classics of Roman literature which deserve to survive because of their intrinsic quality and their lasting significance. The most important of these texts are placed in the context of the tradition which each represents and which each group of texts, taken together, constitutes. Four main streams of tradition are identified: the poet as storyteller (narrative poetry and drama), the poet as teacher (didactic poetry), the poet as himself (personal poetry and the poetry of social comment), and Roman literary prose. Each major text is presented in the form of one or more passages of substantial length for analysis in detail and comparison with related works. The translations used include leading literary translations since the sixteenth century. The result is a history of Roman literature in which the emphasis is laid on the quality of the text discussed rather than on comprehensiveness of treatment, and on organic relationships rather than chronology.This book is the result of thirty years of teaching experience by the author and his conviction that existing books on the same subject are inadequate and misleading. It will be of particular interest to students taking classical literature and translation courses, to students of English literature and anyone who is interested in literature, even without a knowledge of Latin.
Texts AND Lessons for CONTENT: Area Reading
by Harvey Smokey" Daniels Nancy SteinekeTo have any hope of kids investing fully in the subject matter, we have to start by evoking their curiosity and get them interested in the topic. Engaging the students can't wait. If we wait for the fun stuff that might pop up later, the kids will have already jumped ship.
Texts and Practices: Readings in Critical Discourse Analysis
by Carmen Rosa Caldas-Coulthard Malcolm CoulthardText and Practices provides an essential introduction to the theory and practice of Critical Discourse Analysis. Using insights from this challenging new method of linguiistic analysis, the contributors to this text reveal the ways in whcih language can be used as a means of social control.The essays in Text and Practices:* demonstrate how critical discourse analysis can be applied to a variety of written and spoken texts* deconstruct data from a range of contexts, countries and spheres* expose hidden patterns of discrimination and inequalities of powerTexts and Practices, which includes specially commissioned papers from a range of distinguished authors, provides a state-of-the-art introduction to critical discourse analysis. As such it represents an important contribution to this developing field and an essential text for all advanced students of language, media and cultural studies.
Texts and Practices Revisited: Essential Readings in Critical Discourse Analysis
by Rosa Caldas-Coulthard, CarmenThis is a second edition of the ground-breaking volume Texts and Practices: Readings in Critical Discourse Analysis, which was the first published collection of chapters presenting critical discourse analysis theory and practice. Critical discursive approaches have now become the main trend in most discursive and semiotic investigations. It was then, and is especially now, predominantly concerned with identifying, demystifying and resisting the ways language and semiotic systems are used to reflect, create and sustain inequalities in specific contexts. This new collection presents contributions by all six of the living authors who were central to the first edition: Norman Fairclough, Theo van Leeuwen, Teun van Dijk, Ruth Wodak, Caldas-Coulthard and Coulthard - plus an edited version of a jointly authored classic chapter originally authored by Roger Fowler and Gunther Kress. There are four new chapters written by the other leading members of the foundational 1990s European Critical Discourse Analysis group: Phil Graham, Jay Lemke, David Machin and Louisa Rojo and two by young critical discourse researchers who have risen to prominence more recently: Rodrigo Borba and German Canale. Texts and Practices Revisited: Essential Readings in Critical Discourse Analysis provides a representative collection of work which, while authored by the pioneering researchers of the first wave of CDA, illustrates their most recent concerns and their latest analytical techniques. It is an essential text for all advanced students of English language, linguistics, media and cultural studies.