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Using Critical Theory
by Lois TysonExplaining both why theory is important and how to use it, Lois Tyson introduces beginning students of literature to this often daunting area in a friendly and approachable style. The new edition of this textbook is clearly structured with chapters based on major theories that students are expected to cover in their studies. Key features include: coverage of major theories including psychoanalysis, Marxism, feminism, lesbian/gay/queer theories, postcolonial theory, African American theory, and a new chapter on New Criticism (formalism) practical demonstrations of how to use these theories on short literary works selected from canonical authors including William Faulkner and Alice Walker a new chapter on reader-response theory that shows students how to use their personal responses to literature while avoiding typical pitfalls new sections on cultural criticism for each chapter new 'further practice' and 'further reading' sections for each chapter a useful "next step" appendix that suggests additional literary titles for extra practice. Comprehensive, easy to use, and fully updated throughout, Using Critical Theory is the ideal first step for students beginning degrees in literature, composition and cultural studies.
Using Critical Theory: How to Read and Write About Literature
by Lois TysonExplaining both why theory is important and how to use it, Lois Tyson introduces beginning students of literature to this often daunting field in a friendly and readable style. The new edition of this textbook is clearly structured with chapters based on major theories frequently covered both in courses on literature and on critical theory. Key features include: • coverage of major theories including reader-response theory, New Criticism (formalism), psychoanalysis, Marxism, feminism, lesbian/gay/queer theories, African American theory, and postcolonial theory • practical demonstrations of how to use these theories to interpret short literary works selected from canonical authors including William Faulkner and Alice Walker • a chapter on reader-response theory that shows students how to use their personal responses to literature while avoiding typical pitfalls • sections on cultural criticism for each chapter that use our selected theories to interpret productions of popular culture This new edition also includes updated and expanded theoretical vocabulary, as well as "basic concepts" and "further study" sections, and an expanded "next-step" appendix that suggests additional literary works for extra practice. Comprehensive, easy to use, and fully updated throughout, Using Critical Theory is the ideal first step for students beginning degrees in literature, composition, and cultural studies.
Using Digital Portfolios to Develop Students’ Writing: A Practical Guide for Language Teachers (Routledge Research in Language Education)
by Ricky Lam Benjamin Luke MoorhouseThis book equips pre-service teachers, research postgraduate students, teacher educators, and language specialists with specific knowledge and skills about the principles, research, and applications of digital portfolios within the EFL writing contexts. While most digital portfolio scholarship focuses on higher education, this book targets primary-level and secondary-level school audiences, namely pre-service teachers, teacher educators, and Ministry of Education staff members with a focus on EFL writing. The rationale behind this design is that the published literature on digital portfolios tends to be generic and one-size-fits-all; there has been scant published scholarship about the development of digital portfolio literacy among teachers and pupils, which could enable them to upgrade the teaching and learning of writing in a larger EFL environment. This volume fills this gap by illustrating the why, what, and how aspects of digital portfolios in ten reader-friendly chapters. Guiding educators to enrich their pedagogical repertoire via the portfolio approach, this book emphasises a healthy balance between principles, research, and practice. It is an easy-to-follow guide to setting up digital portfolio systems and coaching pupils to improve writing, ensuring the dissemination of digital portfolios with high fidelity.
Using Drama to Support Literacy: Activities for Children Aged 7 to 14
by John Goodwin'This book will be a welcome, practical addition to the repertoires of teachers of children aged 7-11 who are looking for inspiration and relevance in their teaching of writing skills' - Speaking English `For the drama novice, this is the book to buy. It reveals drama's power, maps the route to success, and empowers the reader to follow' - Literacy Time `All activities are inspiring and imaginative, and the written activities that follow them are varied and interesting...this book will prove useful, especially in the upper primary and middle school' - English Drama Media Using ideas and activities already tried and tested in the classroom, this book shows practitioners how imaginative drama lessons and activities can be used to help encourage and improve children's writing, speaking and listening skills. Perfect for the person who might not be used to leading drama-based activities, this book takes a step-by step approach that will help even the most daunted teacher tackle drama with confidence. Also included are: - ideas for suitable writing and drama activities - advice on lesson planning - list of useful resources - examples of children's work and teachers' comments Class teachers, teaching assistants, literacy consultants and drama and English co-ordinators looking for practical, fun drama activities to support literacy will find all the help they need in this book.
Using English
by Janet MaybinUsing English provides an invaluable introduction to the study of English for students of language and linguistics. It examines the way in which the English language is used today in different contexts and in many parts of the world, by both native and non-native speakers. Issues of language use in speech and writing, in work and play, and in persuading and informing are explored and illustrated with data and readings from around the English-using world. The reader is introduced to the adaptations and variations in English language use and to debates relating to how these are perceived and evaluated by different groups of users. For this second edition, key material from the earlier bestselling book, Using English: From Conversation to Canon, has been reorganized and updated, and entirely new material has been introduced. This new content is based on recent research in the field, as well as on contemporary thinking about how speakers and writers use the English language to accomplish a huge range of purposes in a variety of linguistic and cultural settings. Drawing on The Open University's wide experience of writing accessible and innovative texts, this book: explains basic concepts, easily located through a comprehensive index, includes contributions by experts in the field, such as Mike Baynham, Adrian Beard, Guy Cook, Sharon Goodman, Almut Koester, Janet Maybin and Neil Mercer, contains a range of source material and commissioned readings to supplement chapters.
Using Fiction to Teach Secondary Students about the Middle East
by Karl ÅgerupThis book draws on empirical studies of classrooms teaching The Sirens of Baghdad by Yasmina Khadra to demonstrate how novels can effectively help achieve learning objectives related to intercultural understanding and global citizenship. By combining theoretical and empirical research, the book offers insights into the most effective ways to discuss cross-cultural literature with upper secondary students who have grown up in the Western world. It outlines how, where, and why such literature can enhance students' understanding of different cultures and make them more globally aware citizens.
Using Figurative Language
by Herbert L. ColstonUsing Figurative Language presents results from a multidisciplinary decades-long study of figurative language that addresses the question, 'Why don't people just say what they mean?' This research empirically investigates goals speakers or writers have when speaking (writing) figuratively, and concomitantly, meaning effects wrought by figurative language usage. These 'pragmatic effects' arise from many kinds of figurative language including metaphors (e. g. 'This computer is a dinosaur'), verbal irony (e. g. 'Nice place you got here'), idioms (e. g. 'Bite the bullet'), proverbs (e. g. 'Don't put all your eggs in one basket') and others. Reviewed studies explore mechanisms - linguistic, psychological, social and others - underlying pragmatic effects, some traced to basic processes embedded in human sensory, perceptual, embodied, cognitive, social and schematic functioning. The book should interest readers, researchers and scholars in fields beyond psychology, linguistics and philosophy that share interests in figurative language - including language studies, communication, literary criticism, neuroscience, semiotics, rhetoric and anthropology.
Using Intensive Interaction with a Person with a Social or Communicative Impairment
by Mark Barber Graham FirthIntensive Interaction is a highly effective approach for communicating and developing social interaction and engagement with difficult-to-reach individuals. This easy-to-use guide steers readers through the practical application of the approach, showing how positive results can best be achieved. The authors explain clearly how to prepare for, carry out and reflect on the use of Intensive Interaction with a client or family member. A multitude of key questions are addressed, including finding the right setting, evaluating progress and disengaging effectively at the end of a session. In the final section they consider some of the wider implications of the approach, such as developing confidence as a practitioner and incorporating Intensive Interaction into long-term care or educational planning. This practical and accessible book is a useful resource for speech and language therapists, occupational therapists, special school or further education teachers, social care professionals and anyone else caring for or working with people with social or communicative impairments. It will also be useful to practitioners already using the approach.
Using Judgments in Second Language Acquisition Research (Second Language Acquisition Research Series)
by Patti Spinner Susan M. GassSynthesizing the theory behind and methodology for conducting judgment tests, Using Judgments in Second Language Acquisition Research aims to clarify the issues surrounding this method and to provide best practices in its use. The text is grounded on a balanced and comprehensive background of the usage of judgment data in the past up through its present-day applications. SLA researchers and graduate students will find useful a chapter serving as a "how-to" guide for a variety of situations to conduct research using judgments, including ways to optimize task design and examples from successful studies. Lucid and practical, Using Judgments in Second Language Acquisition Research offers guidance on a method widely used by SLA researchers, both old and new to the field.
Using Key Passages to Understand Literature, Theory and Criticism
by Barry LagaUsing Key Passages to Understand Literature, Theory and Criticism is a completely fresh and innovative approach to teaching and learning literary theory: using short passages of theory to make sense of literary and cultural texts. It focuses on the key concepts that help readers understand literature and cultural events in new and provocative ways. Covering a wide variety of iconic and contemporary theorists, the book offers a broad chronological and global overview, including thirty passages from theorists such as Viktor Shklovsky, Roland Barthes, Judith Butler, Diana Fuss, Jean Baudrillard, Kwame Anthony Appiah, Michel Foucault, Monique Wittig, and Eve Sedgwick. Built on the premise that scholars use theory pragmatically, Using Key Passages to Understand Literature, Theory and Criticism identifies problems, puzzles, and questions readers may encounter when they read a story, watch a film, or look at artwork. It explains, in detail, thirty concepts that help readers make sense of these works and invites students to apply the concepts to a range of writing and research projects. The textbook concludes by helping students read theory with an eye on finding productive passages and writing their own “theory chapter,” signaling a shift from student as critic to student as theorist. Used as a main text in introductory theory courses or as a supplement to any literature, film, theater, or art course, this book helps students read closely and think critically.
Using Language, Fiction, and Story in Social Work Education (Routledge Advances in Social Work)
by Dara Sampson Amanda HowardThis book provides an accessible, research-informed text for social work educators, students, and practitioners interested in the use of story to engender the connection of human experiences with ideas, theories, and skills. A broad lens is also taken to the ways in which fiction has been used as a teaching tool in other degrees, ranging from medicine to engineering to philosophy and economics. Although the research explored is social work specific, this text has applicability for any educator looking for creative methods to teach complex theories, skills, and concepts. Showing how fiction can be used in social work education, it explains why story matters to social work and how fiction can emulate these stories, as well as the capacity of fiction to evoke empathy. Ways in which educators can enlist fiction to create a ‘safe space’ for the exploration of complex emotional terrain are explored, as are the ways in which a community of practice can be created through fiction. Woven within the end of every chapter are some practice examples and author conversations which work to locate the research into a practice context. The text concludes with examples of how fiction has been effectively utilised by the authors, in order to provide a starting point for those interested in exploring this pedagogical approach further.
Using Literacy to Develop Thinking Skills with Children Aged 5 -7
by Paula IleyThese creative off-the-shelf activities will spark children's thinking skills through speaking, listening, reading and writing. Busy teachers wanting to shake up their lessons will find them indispensable. Includes: problem-solving; creative and critical thinking; emotional thinking; questioning skills and plan-do-review formats clear explanation of underpinning theory advice on differentiating activities links to the National Literacy Strategy Framework.
Using Literature to Learn and Teach Language: The L3 Approach
by Carol GriffithsThis accessibly-written textbook uses the intrinsic appeal of a story to engage students with language, and provides teachers with the background knowledge and the skills to use literature to construct lessons for their classes which integrate all four skills plus language awareness in an enjoyable way. Although a number of books and studies have examined the value of using literature to learn language, literature remains under-represented as a language learning resource. The author argues that the accumulated body of literature represents a bottomless pit of potential material, just waiting to be recognised and enjoyed. From a teacher’s point of view, a lesson based on a literary work can provide an integrated approach to language development which few other approaches can match. A piece of literature can be used to develop all four skills, both receptive and productive (reading, writing, listening speaking) as well as production skills and language awareness. This book willbe an essential resource for pre-service and in-service teachers, teacher trainers, students and scholars of Applied Linguistics, Language Education, TESOL and related subjects.
Using Mentor Texts to Teach 6 + 1 Writing Traits: Mini Lessons for K-8 Teachers
by Beverly A. DeVriesIn this book, you’ll find a wealth of mini lessons designed to improve the quality of students’ writing. Each lesson uses a key mentor text and spotlights one of the 6 + 1 Writing Traits to allow students to focus on the essential aspects of good writing – content, organization, word choice, voice, sentence fluency, conventions, and presentation. Inviting and practical, the lessons are concise and follow a consistent model for easy implementation. With seven lessons per chapter, each includes step-by-step guidance, open-ended prompts, and suggestions for additional suitable mentor texts. The chapters are organized by genre – including fiction, informational texts, and poetry – and feature graphic novels and graphic informational mentor texts to inspire and engage students. Aligned with the Common Core State Standards, this resource is essential for any K-8 or pre-service teacher who wants to instill in their students the skills to become independent, confident writers.
Using Pedagogic Intervention to Cultivate Contextual Lexical Competence in L2: An Investigation of Chinese EFL Learners
by Gaiyan WangThis book challenges prevailing linguistic presumptions concerning contextual lexical meaning by examining whether pedagogic intervention targeted at raising Chinese EFL learners’ awareness of the pragmatic nature of contextual lexical meaning can enhance the learners’ contextual lexical inferencing competence (CLIC). CLIC is crucial to the development of a learners’ vocabulary, reading ability and autonomy in reading. Through an empirical study conducted among a group of adult Chinese students of English, the author shows that the power of CLIC instruction lies mainly in its effectiveness in enhancing learners’ self-confidence in making lexical inferences. This book will be of interest to researchers and students of applied linguistics, TESOL, language education, and for language professionals keen to extend their research experience.
Using Phonics to Teach Reading & Spelling
by John BaldIncludes CD-Rom Times Educational Supplement Star Read! 'This is an authoritative yet lively and eminently readable book. It is well grounded in both the latest academic theory and experienced hands-on pedagogic practice, and it summarises succinctly the implications of the recent Rose Report, giving a masterly exposition of both synthetic and analytic phonics and their places in the processes of learning to read and spell. Practical and organisational issues are tackled in a most supportive way, with very useful checklists and photocopiable proformas on an accompanying CD. The book also provides and excellent guide to provision for professional development, involving the use of lesson observation and part of the evaluation and planning cycle for CPD. Its style is clear and well signposted with subheadings, case-study boxes to illuminate points, and with aims given at the start of each chapter as well as challenging points for reflection and guides to further reading at the ends. Every staff room should have one!' - Dorothy Latham, Primary Education Consultant, English specialist and author of How Children Learn to Write 'Synthetic phonics may well be only one tool for teaching reading and spelling, but it is the single most important one' - Ruth Kelly, Education Secretary, March 2006 'Teachers - and particularly Literacy Co-ordinators or SENCOs - who are enthusiastic about children's learning and about their own professional development will undoubtedly benefit from using this book and CD, with its combination of useful explanation and practical resources to support the implementation of the ideas' - Lorna Gardiner, General Adviser, Foundation Stage, North Eastern Education and Library Board, Northern Ireland Are you looking for practical advice on how to teach phonics? By giving the reader a basic introduction to teaching reading and spelling using phonics, this book will provide you with easy-to-use ideas for your classrooms. Following on from the recommendations of the Rose Report, the author explains why teaching phonics works, and how to present irregular as well as straightforward features of English. The book: o contains practical examples and activities for teachers o explains the basis of synthetic and analytic phonics o gives advice on choosing the best resources o looks at how to help the weakest readers o includes a CD Rom with photocopiable resources and INSET materials o contains a glossary of key terms Literacy Co-ordinators, teachers and teaching assistants will find this an invaluable resource.
Using Priming Methods in Second Language Research (Second Language Acquisition Research Series)
by Kim McDonough Pavel TrofimovichUsing Priming Methods in Second Language Research is an accessible introduction to the use of auditory, semantic, and syntactic priming methods for second language (L2) processing and acquisition research. It provides a guide for the use, design, and implementation of priming tasks and an overview of how to analyze and report priming research. Key principles about auditory, semantic, and syntactic priming are introduced, and issues for L2 researchers to consider when designing priming studies are pointed out. Empirical studies that have adopted priming methods are highlighted to illustrate the application of experimental techniques from psychology to L2 processing and acquisition research. Each chapter concludes with follow-up questions and activities that provide additional reinforcement of the chapter content, while the final chapter includes data sets that can be used to practice the statistical tests commonly used with priming data.
Using Qualitative Research in Advertising: Strategies, Techniques, and Applications (2nd Edition)
by Dr Margaret A. Morrison Dr Eric E. Haley Kim B. Sheehan Dr Ronald E. TaylorThis Second Edition remains the only book to discuss both theory and application of qualitative research techniques to inspire great advertising and build strong brands. Using a step-by-step approach created for students considering advertising careers and for those currently working in the advertising industry, this book explains what qualitative research techniques are designed to do. The text describes how these techniques aid in uncovering insights useful for advertising strategy development, creative development, and post-campaign evaluation. Practical information and discussions on interviewing, projective techniques, focus groups, and online/social media applications positioned within a theoretical context illustrate the value of qualitative research in the real world.
Using Talk to Support Writing
by Ros Fisher Shirley Larkin Debra Myhill Susan J. JonesUsing Talk to Support Writing presents a new and innovative approach to the teaching of early writing. The authors discuss both theoretical and practical issues around using talk in the classroom to support children as they learn to write. Set within the context of national concern for achievement in the development of writing ability, it addresses the gap in understanding early teaching and focuses on the exploration of how talk and writing interface. This includes: - Numerous examples of teaching and activities for using talk to support writing - Using extensive data from classrooms; video and audio recordings, and transcripts of children's talk - Exploring three aspects of talk when used to support writing: talk for idea generation; talk for oral rehearsal and talk for reflection. This book is for students on Primary ITT courses, particularly for English specialists. Students on M-level English and literacy courses will also find it useful.
Using Technologies for Creative-Text Translation (Routledge Advances in Translation and Interpreting Studies)
by James Luke Hadley Kristiina Taivalkoski-Shilov Antonio Toral Teixeira, Carlos S. C.This collection reflects on the state of the art of research into the use of translation technologies in the translation of creative texts, encompassing literary texts but also extending beyond to cultural texts, and charts their development and paths for further research. Bringing together perspectives from scholars across the discipline, the book considers recent trends and developments in technology that have spurred growing interest in the use of computer-aided translation (CAT) and machine translation (MT) tools in literary translation. Chapters examine the relationships between translators and these tools–the extent to which they already use such technologies, the challenges they face, and prevailing attitudes towards these tools–as well as the ethical implications of such technologies in translation practice. The volume gives special focus to drawing on examples with and beyond traditional literary genres to look to these technologies’ use in working with the larger group of creative texts, setting the stage for many future research opportunities. The book will be of particular interest to students and scholars in translation studies, especially those with an interest in literary translation, translation technology, translation practice, and translation ethics.
Using Technology to Design ESL/EFL Microlearning Activities (SpringerBriefs in Education)
by Lucas KohnkeThis book provides strategies, tools, and best practices for incorporating microlearning in English language teaching. It aims to help teachers create and deliver microlearning mechanisms that are optimized for mobile learning. This book also draws on relevant literature and the author’s first-hand experience designing microlearning activities for English learners. It covers important aspects of microlearning, including artificial intelligence, virtual reality, augmented reality, and mixed modalities. It is an important starting point for teachers, academics, and researchers interested in the principles and practice of microlearning in English language teaching. English language teachers in formal and informal education environments find this work thought-provoking, instructive, and informative and benefit from exploring the possibilities of microlearning to motivate and engage learners and maximize the number and quality of their learning experiences.
Using the Common Core State Standards for English Language Arts With Gifted and Advanced Learners
by National Assoc For Gifted ChildrenUsing the Common Core State Standards for English Language Arts With Gifted and Advanced Learners provides teachers and administrators examples and strategies to implement the new Common Core State Standards (CCSS) with advanced learners at all stages of development in K-12 schools. The book describes—and demonstrates with specific examples from the CCSS—what effective differentiated activities in English language arts look like for top learners. It shares how educators can provide both rigor and relevance within the new standards as they translate them into meaningful experiences for gifted and advanced learners.
Using the Common Core State Standards for English Language Arts With Gifted and Advanced Learners
by Joyce Vantassel-BaskaUsing the Common Core State Standards in English Language Arts With Gifted and Advanced Learners provides teachers and administrators examples and strategies to implement the new Common Core State Standards (CCSS) with advanced learners at all stages of development in K-12 schools. The book describes--and demonstrates with specific examples from the CCSS--what effective differentiated activities in English language arts look like for top learners. It shares how educators can provide both rigor and relevance within the new standards as they translate them into meaningful experiences for gifted and advanced learners.
Using the Workshop Approach in the High School English Classroom: Modeling Effective Writing, Reading, and Thinking Strategies for Student Success
by Cynthia D. UrbanskiTake a peek into an effective workshop-based classroom and discover how you can enhance adolescents' technical and creative abilities in reading, writing, and thinking.
Using Words and Things: Language and Philosophy of Technology (Routledge Studies in Contemporary Philosophy)
by Mark CoeckelberghThis book offers a systematic framework for thinking about the relationship between language and technology and an argument for interweaving thinking about technology with thinking about language. The main claim of philosophy of technology—that technologies are not mere tools and artefacts not mere things, but crucially and significantly shape what we perceive, do, and are—is re-thought in a way that accounts for the role of language in human technological experiences and practices. Engaging with work by Wittgenstein, Heidegger, McLuhan, Searle, Ihde, Latour, Ricoeur, and many others, the author critically responds to, and constructs a synthesis of, three "extreme", idealtype, untenable positions: (1) only humans speak and neither language nor technologies speak, (2) only language speaks and neither humans nor technologies speak, and (3) only technology speaks and neither humans nor language speak. The construction of this synthesis goes hand in hand with a narrative about subjects and objects that become entangled and constitute one another. Using Words and Things thus draws in central discussions from other subdisciplines in philosophy, such as philosophy of language, epistemology, and metaphysics, to offer an original theory of the relationship between language and (philosophy of) technology centered on use, performance, and narrative, and taking a transcendental turn.