![A New Method of Learning With Greater Facility the Greek Tongue, Tr. [By T. Nugent] From the Fr. of Messieurs De Port Royal [Really Only C. Lancelot]. Nugent. Revised](https://cdn.kingstone.com.tw/english/images/product/5568/9781022675568m.webp?Q=140fc "A New Method of Learning With Greater Facility the Greek Tongue, Tr. [By T. Nugent] From the Fr. of Messieurs De Port Royal [Really Only C. Lancelot]. Nugent. Revised")
A Multimodal Stylistic Approach to Screen Adaptations of the Work of Alice Munro
This volume brings together perspectives from multimodal stylistics and adaptation studies for a unified theoretical analysis of adaptations of the work of Alice Munro, demonstrating the affordances of the approach in furthering interdisciplinary research at the intersection of these fields.
Health Disparities and the Applied Linguist
Health Disparities and the Applied Linguist　bridges theory and practice to demonstrate how applied linguists are uniquely positioned to make vital contributions towards advancing health equity in the US.
The Human Translator in the 2020s
This collection draws together the work of leading authors to reflect on the constantly evolving lang industry. The eight chapters present new perspectives on, and concepts of, translation in a digital world.
Representing Schizophrenia in the Media
Examining a 15 million-word corpus of articles by nine UK national newspapers over 15 years, Balfour draws on techniques from corpus linguistics & critical discourse analysis to identify the most frequent & salient linguistic features used to influence & reflect attitudes towards schizophrenia.
Research Methods in Generative Second Language Acquisition
This timely text provides a comprehensive overview of the research methods used by the Generative Second Language Acquisition framework.
Taboos and Controversial Issues in Foreign Language Education
This edited volume provides innovative insights into how critical language pedagogy and taboo topics can inform and transform the teaching and learning of foreign languages.
Southernizing Sociolinguistics
This innovative collection offers a pan-Southern rejoinder to hegemonies of Northern Sociolinguistics. It showcases voices from the Global South that substitute alternative and complementary narrations of the link between language and society for canonical renditions of the field.
Proto-Australian
This book is the first full evaluation of the Proto-Australian hypothesis, which proposes that most Australian languages have a common ancestor: Proto-Australian [PA]. Using the standard methodologies of historical linguistics, the authors show that nearly all Australian languages descend from PA. Given that PA was a single language, it was spoken only in a small area of Australia. Its descendants have spread across the continent. Current theories of language spread do not offer clear motivations for large-scale spread in hunter-gatherer economies. This raises significant questions for analyses of Australian prehistory and archaeology specifically, and more widely for general theories of hunter-gatherer prehistory and language spread.
Second Language Speech Processing
This book is the first hands-on roadmap for conducting rigorous experimental research on second language speech processing and spoken word recognition.
Automation in Communication
By drawing on multiple examples from healthcare, religion, service encounters and poetry, Lionel Wee presents rich insights into the use of automation in communication through a posthumanist lens.
Translation Studies
A large number of researchers have taken the lead in studying translation from the perspectives of comparative literature, ethics, sociology, and narratology. On the other hand, translation has become one of the ways to introduce China to the world, which can effectively realize the cultural convergence between China and other countries. This book covers those theoretical perspectives employed in research on the translations of Chinese fiction and the dissemination of Chinese culture.
I'm Not Hanging Noodles on Your Ears and Other Intriguing Idioms From Around the World
Entertaining yet informative, this book captures the quirkiness of languages and phrases from around the world and translates them into a fun format and great gift. In Russia, for instance, 'to put a pig under someone' means to play a dirty trick. In France, 'to have a well hung tongue' means to be eloquent. If someone in Germany tells you that you're living your life 'like a maggot in bacon', it means you're living the life of Riley. The broad selection of idioms provides a quirky look at different cultures and how they perceive the world in a light - hearted, fun manner.
Autonomy between Teachers' Attitudes and Learners' Aptitudes
As a member of the teaching community, one feels like carrying out this educational action research to tackle issues about the field of his interest. As a theoretical background to back up this study, the current research is deep-rooted to the constructivist learning theory. Thus, the major purpose of this investigation is identifying the main constraints behind the difficult association of theory and practice to integrate learners' autonomous schemata in the learning process. It also explores teachers' attitudes towards this phenomenon. Learners' aptitude to monitor their learning process is also dealt with in this journey. To do so, this educational reflection appeals for the use of a descriptive analytic method with reference to the following research tools: Two questionnaires; the first one is delivered to teachers at Hassiba Benbouali university of chief. The second questionnaire is handed to Master 2 students at the department of English. Then, an interview is conducted with the Vice Dean of Pedagogy at the faculty of Letters and Foreign Languages. The Head of the Department of English is also interviewed as a relevant participant in shaping the teaching/learning process.
Reflections on the epistemology of evaluation
Epistemology is an intelligent reflection on scholarly and formative skills. Epistemological hindsight may concern concepts, data, procedures, programs, manuals, values, the management of an institution and, above all, the skills of teachers and learners. The evaluation of skills and results is a statement of success or failure for those responsible for any national development strategy.
Nahuatl Nations
Nahuatl Nations is a linguistic ethnography that explores the political relations between those Indigenous communities of Mexico that speak the Nahuatl language and the Mexican Nation that claims it as an important national symbol. Author Magnus Pharao Hansen studies how this relation has been shaped by history and how it plays out today in Indigenous Nahua towns, regions, and educational institutions, and in the Mexican diaspora. Based on long-term fieldwork in several Nahuatl speaking communities in Central Mexico, Hansen uses a combination of methods from ethnohistory, sociolinguistics, anthropology and ethnography to study the political importance of Nahuatl in different periods and places, and for different persons. He suggests that the complicated political relations between State, Nation and Nahua communities can be understood through the concept of 'semiotic sovereignty', which refers to a community's ability to manage its own semiotic resources, including its own language, and the cultural practices that constitute it as a political community. He argues that Indigenous languages are likely to remain vital as long as they used as languages of political community, and they also protect the community's sovereignty by functioning as a barrier that restricts access to the participation for outsiders. Semiotic sovereignty therefore becomes a key concept for understanding how Indigenous communities can maintain both their political and linguistic vitality. While the Mexican Nation seeks to expropriate Indigenous semiotic resources in order to improve its brand on an international marketplace, Indigenous communities may employ them in resistance to state domination.
Female Masculinity and Resistance to Heteronormativity in Kimberly Peirce's "Boys Don't Cry"
Bachelor Thesis from the year 2023 in the subject American Studies - Literature, grade: 1,00, University of Dusseldorf "Heinrich Heine" (Institut f羹r Anglistik und Amerikanistik, Philosophische Fakult瓣t), language: English, abstract: This thesis examines how Western ideals of masculinity are depicted by the characters in Kimberly Peirce's 1999 film 'Boys Don't Cry'. Particular focus is given to the trans-masculine protagonist Brandon Teena, a real life victim of transphobic lethal violence. A diverse set of texts and authors, including Halberstam and Judith Butler, make up the theoretical basis to analysing how different types of masculinity, such as "female masculinity", are created in the film's context. Furthermore, this thesis looks into how heteronormativity is affirmed and resisted in the film, and how violence functions as a tool to uphold hegemonic masculinity and heteronormativity.
On Modifying Kurdish Language By Means Of Unification
Kurdish, lacking an active language regulatory body such as a dedicated language academy, has developed without a planned policy, rendering linguistic unification both ambitious and challenging. This book aims to elucidate the advantages and disadvantages of linguistic unification, emphasizing the importance of linguistic modification and its potential benefits for Kurdish societies.The chapters delve into significant aspects of languages in general, examining the role of social life in language development, the necessity for a unified formal dialect, and the potential benefits such unification could bring to Kurdish as a language and, consequently, to the Kurds as a nation.
Family in Edward Albee's plays 'The Sandbox' and 'Who's Afraid of Virginia Woolf?'
Seminar paper from the year 2008 in the subject English Language and Literature Studies - Literature, grade: 1,3, Ernst Moritz Arndt University of Greifswald (Department of English and American Studies), course: Modul Specialisation, language: English, abstract: The American dramatist Edward Albee is going to celebrate his 80th birthday these days. In his life he observed several decades of American society as well as changes in attitudes and values of the American population. In almost all of his plays Edward Albee looks at the American family and its various manifestations, criticises it, mocks it, and reveals its dishonesty. His plays frequently contain "the figure of the child which ranges from that of the adopted infant, real or imagined baby, young man, dead child, imaginary person, to that of grown-up homosexual son" (Cristian 1). The figure of the child is often understood as "the alter ego" of Edward Albee (Cristian 6). Shortly afterwards his birth on March 12 1928 Albee was adopted by a wealthy couple. The family was part of the New York high society and tried to bring up their son to be a respectable constituent of this community. Edward Albee sensed early that he was not the couple's biological son. He experienced several conflicts with his parents who disapproved of his lifestyle, interests, sexual orientation and acquaintances. After some years at various boarding schools and colleges, Albee finally and abruptly left home and broke ties with his adoptive parents in 1949. Albee took employment as runner in an advertising agency, sales clerk in a music shop, bookseller-assistant, waiter in convenience restaurant and telegram deliverer for Western Union. His various occupations not only allowed him to write but through his jobs he was able to observe quite a number of different people and lifestyles. In an interview about his plays and the assumed analogousness of his plays he said: "You must remember I've been watching and listening to a great number o
"Emily Dickinson" - The death motif in the poetry of Emily Dickinson
Seminar paper from the year 2009 in the subject English Language and Literature Studies - Literature, grade: 3,0, RWTH Aachen University, language: English, abstract: Table of contents 1. Introduction 2. The death motif in the poetry of Emily Dickinson 2.1 General characteristics of death 2.2 Reasons for her interest in death 2.3 The relation between time and death 3. Conclusion References 1. Introduction This term paper deals with the topic ''The death motif in the poetry of Emily Dickinson'' and is written behind the background of the seminar "Emily Dickinson". First of all my ambition will be to bring out the impact of death and why it is so difficult to define. Further explanations will be given in the paragraph "General characteristics of death". Death has always been a traditional theme for poetry and therefore it is not surprising that it was important to Emily Dickinson too. Five or six hundred poems, dealing with death, are proof enough for her enormous interest in this theme. Thus, the question arises why death was so important to her. Reasons for that should be constituted in the paragraph 'Reasons for Emily Dickinson's interest in death'. However she could not finally answer the question that she had asked herself, because she tried to find the salvation through imagination and in con-trast death is something that one has to experience at least. Moreover, those who actually experienced death are not able to communicate anymore with those who live, so humans can not get any knowledge about death. Therefore one can say that her quest for an answer was doomed to failure from the very beginning. One problem, she was confronted with while looking for answer, was the difficult time aspect. However, time does not just appear as a reason for her failure, but also as a poetic strategy, a reason for her interest in death and the description of the precise moment of death, which reflects in the central paragraph "The rela
The T-Stems in Soqotri
This book presents the results of a field research on the verbal system of Soqotri, a little-studied language spoken on the island of Soqotra (Arabian Sea) and belonging to the Modern South Arabian branch of Semitic. The investigation focuses on the so-called T-stems (marked by the infix -t-), mostly employed as derivational means of detransitivisation. In this book you will find comprehensive descriptions of the synchronic morphology and semantics of the T-stems, as well as an inquiry into their diachronic background. Simultaneously, the study is a contribution to the general typology of detransitivising derivation in the languages of the world.
Korean as a Heritage Language from Transnational and Translanguaging Perspectives
This collection critically reflects on the state-of-the-art research on Korean-as-a-heritage-language (KHL) teaching and learning, centering KHL as an object of empirical inquiry by offering multiple perspectives on its practices and directions for further research.
Korean Wave in World Englishes
This book examines the linguistic impact of the Korean Wave on World Englishes, demonstrating that the K-Wave is not only a phenomenon of popular culture, but also language.
Global CLIL
This collection turns a critical lens on Content and Language Integrated Learning (CLIL) research, making the case for a sociolinguistically-informed approach toward investigating social inequalities and making visible issues, processes, and actors overlooked in CLIL research.
The Routledge Handbook of Semiosis and the Brain
This handbook introduces neurosemiotics, a pluralistic framework to reconsider semiosis as an emergent phenomenon at the interface of biology and culture.
The depiction of war in the novels "Slaughterhouse-Five" and "A Farewell to Arms"
Essay from the year 2006 in the subject American Studies - Literature, grade: 1,3, University of Bayreuth (Lehrstuhl f羹r Amerikanistik), course: PS Representations of War in American Culture, language: English, abstract: The two novels A Farewell to Arms by Ernest Hemingway and Slaughterhouse-Five by Kurt Vonnegut have a lot in common at first sight. Both are books about wars in Europe written by American authors, and although the protagonists in both novels experience things that are partly very similar to their authors' experiences, none of the novels is an autobiography, e.g. Hemingway's story ends about two months before he went to Europe (Cooper, 33). Both of the novels deal not only with war stories but roam around other genres, be it a science fiction story in Vonnegut's case or a love story in Hemingway's. Both authors had direct and severe experiences with war. Despite of all similarities we also find very big differences in the depiction of war and the way the two authors cope with their shocking experiences. Both of the authors use a very own and subjective depiction of war in their novels and we find big differences in the way they describe war. This essay will take a closer look on how the two novels depict war in different ways and the messages that we can draw from their works.
Morphophonology
Seminar paper from the year 2009 in the subject English Language and Literature Studies - Linguistics, grade: 1,7, LMU Munich (Institut f羹r Englische Philologie), course: Proseminar "Morphology", language: English, abstract: In simplest terms, Morphophonology is the branch of linguistic theory which studies how allomorphs are phonologically represented. The question whether this particular subject should best be analysed as part of phonological or morphological theory seems in this respect irrelevant, as Morphophonology can be regarded as an interface between these two branches of linguistics and thus, regarding informative value, can be viewed equally well from either perspective (Kortmann 2005: 89). Later, I will address the issue of congruency, i.e. whether Morphophonology can be regarded as a separate sub-field of linguistics with independent theoretical properties and rules or rather as a merger between phonology and morphology. The latter point of view obviously begs the question whether morphological rules subsequently affect pronounciation or whether phonological properties determine not only the use of, but what is more, the need for allomorphs or in other words, whether, in terms of allomorphy, morphology precedes phonology or the other way around. The aim of this paper is to present the different approaches to allomorphy as regards its phonological implications. After introducing the most important morphophonological rules of the English language, I will proceed to analysing the "Underlying Representations" on which these rules are based. Thus, following the theories first presented by Noam Chomsky and Morris Halle, I will focus on the psycholinguistic aspect of the URs as well as certain phenomena such as the so called "Trisyllabic Laxing" and sound changes or stress shifts conditioned by certain suffixes. The gigantic scope of Chomsky's work on Universal Grammar makes it impossible to cover all of the aspects of URs as described in SPE, thus I w
The Topic of Paralysis. Parallels between "The Sisters" and "The Dead" as Beginning and Ending of James Joyce's "Dubliners"
Seminar paper from the year 2005 in the subject English Language and Literature Studies - Literature, grade: 1,7, Otto-von-Guericke-University Magdeburg, language: English, abstract: In this essay I want to analyse and compare the two short stories "The Sisters" and "The Dead" from James Joyce's Dubliners, the analysis of the theme of paralysis being a second focus. The first story of the Dubliners collection, "The Sisters", opens the Dubliners sequence and explicitly introduces the topic of paralysis, one of Joyce's major concerns and a direct criticism in view of his home town Dublin. Therefore the topic of paralysis suggests further investigation, especially concerning the content of "The Sisters". In this essay I will ignore the earlier version of "The Sisters", which was printed in The Irish Homestead in 1904, to avoid confusion and to concentrate on Joyce's revised version, which was published in 1914 as the beginning of the Dubliners collection. Moreover the revised Dubliners version is better suited to be discussed in my essay, because of the fact that I want to take the general concept of paralysis within the whole collection of Dubliners into consideration. Nevertheless I will not take into account the contents of the other short stories from Dubliners, because I want to concentrate on the comparison between "The Sisters" and "The Dead", in order to avoid digressions and to keep my main focus in mind. "The Dead" I chose for investigation, because several parallels to "The Sisters" and similarities concerning the contents suggest to understand "The Dead" as a final coda or summary to the Dubliners collection. Another reason for my choice of the two stories is founded on personal considerations: if I compiled a collection of short stories, I would put the best story at the ending as a climax and finale, and the second best at the beginning to arouse the reader's interest and curiosity. I assume that Joyce pursued a similar strategy. First I want to give a
Nigerian Pidgin vs. Tok Pisin
Seminar paper from the year 2006 in the subject English Language and Literature Studies - Linguistics, grade: 2,3, University of Freiburg (Englisches Seminar), course: Pidgins and Creoles, language: English, abstract: 1. Introduction Nigeria and Papua New Guinea are two of many countries which have adopted English as their main language. But having so many other, substrate languages influencing the development of a English-speaking country, two major pidgin languages developed: Nigerian Pidgin and Tok Pisin. If one wants to compare these two pidgins with each other, it seems almost inevitable to consider their great geographical distance as well as their historical differences. But my intent in this work is not to elaborate on the status and function and development of the two pidgins but on their differences in grammar. Therefore I'll mainly focus on the noun phrase and the verb phrase. 2. Morphology 2.1 Plural marking on nouns in Tok Pisin The majority of the English based Creole and Pidgin languages both at the Atlantic coast and the South Sea waive marking plurality on nouns or rather use it very optionally. Thus, the same applies to Nigerian Pidgin and Tok Pisin. But if there occurs the need to make a clear distinction between singular and plural both pidgins absolutely dispose of a pluralizer. In Tok Pisin the most common way to express plurality is by the use of the particle ol, which at the same time is identical to the third person plural pronoun. Ol, clearly derived from the English 'all', occurs before the noun as opposed to the post-nominal English plural marking suffix -s. (1) Mi lukim dok. (2) Mi lukim ol dok. I saw the dog. I saw the dogs. (Siegel) But according to Geoff P. Smith (2002), " there is a great deal of variability, and the presence or absence of ol is still somewhat unpredictable" (p 66). This can clearly be seen in the following example, in which only one noun takes the pr
Using AI for Dialoguing with Texts
This concise volume offers an accessible introduction to state-of-the-art AI language models, providing a platform for their use in textual interpretation across the humanities and social sciences.
A Pig Can Jig (Level A Part 1 Reader), Basic Reading Series
The BASIC READING SERIES K-2 phonics program is back!The BASIC READING SERIES (BRS) is a successful and proven phonics program for beginners. It has a dedicated and faithful following among teachers and parents who want an alternative to discredited teaching methods. The BASIC READING SERIES is now available in a low-cost, paperback edition for homeschool and classroom learning.* For Every Kind of Learner-Children of all ability levels benefit from BRS. That's because the program puts such a strong emphasis on the regular and predictable features of the language before any irregular or confusing elements are introduced.* Structure, Pattern, and Consistency-The carefully controlled structure of the series and the incremental buildup of predictable spelling patterns (or "word families") makes the program almost self-teaching for many children. Once they learn a pattern, they can unlock dozens of words that fit the pattern.* Discovery: A Natural Way to Learn-We know that all children have a natural capacity for inductive learning. After all, they come to school possessing language - a language they learned wholly through observation and discovery. BRS builds on that natural ability and enables children to discover how the written form of their own language can be turned back into the words they already know and speak!* Decoding Underlies Comprehension-The language children already comprehend is the basis for their first decoding efforts. A brisk and concentrated approach to code learning produces confident, successful readers who can then undertake greater comprehension challenges.* Independence Is the Goal-BRS turns beginners into independent readers as early as possible. By achieving early mastery of the phonic code, BRS students can more quickly give their full attention to meaning without interference from mechanical difficulties.* Comprehension in BRS-The Basic Reading Series lays the foundation for comprehension of every kind: literal, interpretive, critical, and creative.* BRS Components: 7 Readers and 6 WorkbooksLevel A: A Pig Can Jig (Parts 1 & 2)Level B: A Hen in a Fox's DenLevel C: Six Ducks in a PondLevel D: A King on a SwingLevel E: Kittens and ChildrenLevel F: The Purple Turtle* What's covered in Level A?Short vowels a and i, 17 initial and 10 final consonants in 2- and 3-letter words and compounds formed from those words, and 14 sight words.The BRS StoryDr. Donald Rasmussen and Lynn Goldberg developed the BASIC READING SERIES (BRS) in the early 1960s at the Miquon School, a small parent-teacher cooperative near Philadelphia. At that time, most children were taught to read using the "sight" or "look-say" method epitomized by the "Dick and Jane" readers, and many were left behind. Don and Lynn knew there must be a better way, so they spent five years developing their own reading program based on the work of the renowned linguist Leonard Bloomfield. They called their method "inductive whole-word phonics, with a strong linguistics research base".After tryouts in inner-city and suburban schools around the country and almost a dozen revisions, BRS was published by Science Research Associates (SRA) and enjoyed great success. Over the years, other reading methods have come and then gone out of favor. Now, decades later, phonics is recognized as the scientific approach to reading instruction, and BRS is once again available for young readers.
Basic Reading Series, Level A Part 2 Reader, A Pig Can Jig
The BASIC READING SERIES K-2 phonics program is back!The BASIC READING SERIES (BRS) is a successful and proven phonics program for beginners. It has a dedicated and faithful following among teachers and parents who want an alternative to discredited teaching methods. The BASIC READING SERIES is now available in a low-cost, paperback edition for homeschool and classroom learning.* For Every Kind of Learner-Children of all ability levels benefit from BRS. That's because the program puts such a strong emphasis on the regular and predictable features of the language before any irregular or confusing elements are introduced.* Structure, Pattern, and Consistency-The carefully controlled structure of the series and the incremental buildup of predictable spelling patterns (or "word families") makes the program almost self-teaching for many children. Once they learn a pattern, they can unlock dozens of words that fit the pattern.* Discovery: A Natural Way to Learn-We know that all children have a natural capacity for inductive learning. After all, they come to school possessing language - a language they learned wholly through observation and discovery. BRS builds on that natural ability and enables children to discover how the written form of their own language can be turned back into the words they already know and speak!* Decoding Underlies Comprehension-The language children already comprehend is the basis for their first decoding efforts. A brisk and concentrated approach to code learning produces confident, successful readers who can then undertake greater comprehension challenges.* Independence Is the Goal-BRS turns beginners into independent readers as early as possible. By achieving early mastery of the phonic code, BRS students can more quickly give their full attention to meaning without interference from mechanical difficulties.* Comprehension in BRS-The Basic Reading Series lays the foundation for comprehension of every kind: literal, interpretive, critical, and creative.* BRS Components: 7 Readers and 6 WorkbooksLevel A: A Pig Can Jig (Parts 1 & 2)Level B: A Hen in a Fox's DenLevel C: Six Ducks in a PondLevel D: A King on a SwingLevel E: Kittens and ChildrenLevel F: The Purple Turtle* What's covered in Level A?Short vowels a and i, 17 initial and 10 final consonants in 2- and 3-letter words and compounds formed from those words, and 14 sight words.The BRS StoryDr. Donald Rasmussen and Lynn Goldberg developed the BASIC READING SERIES (BRS) in the early 1960s at the Miquon School, a small parent-teacher cooperative near Philadelphia. At that time, most children were taught to read using the "sight" or "look-say" method epitomized by the "Dick and Jane" readers, and many were left behind. Don and Lynn knew there must be a better way, so they spent five years developing their own reading program based on the work of the renowned linguist Leonard Bloomfield. They called their method "inductive whole-word phonics, with a strong linguistics research base".After tryouts in inner-city and suburban schools around the country and almost a dozen revisions, BRS was published by Science Research Associates (SRA) and enjoyed great success. Over the years, other reading methods have come and then gone out of favor. Now, decades later, phonics is recognized as the scientific approach to reading instruction, and BRS is once again available for young readers.
Six Ducks in a Pond (Level C Workbook), Basic Reading Series
The BASIC READING SERIES (BRS) is a successful and proven phonics program for beginners. It has a dedicated and faithful following among teachers and parents who want an alternative to discredited teaching methods. The BASIC READING SERIES is now available in a low-cost, paperback edition for homeschool and classroom learning.The workbooks for the BASIC READING SERIES contain material with which children can practice their decoding skills independently of teacher direction. The decoding experiences thus provided increase the children's opportunities to discover sound-spelling relationships and to develop automatic word recognition. The workbooks also can be an aid to vocabulary, word-meaning, and concept development, as they lead children to associate words with appropriate visual images and challenge children to deal with the meanings of words, phrases, and sentences. Finally, the workbooks are a useful tool with which to evaluate the children's decoding progress.The workbook for Level C has nine sections of exercises, which correspond (in their sound-spelling patterns only) to the nine sections of the Level C reader, Six Ducks in a Pond. The exercises are not tied to the story content of the reader, however. Each section is identified by numbered tabs in the margins of its pages. Each section begins with a word chart that presents most of the new words for that section of Level C. Each section progresses from simple exercises based on single words and phrases to more complex exercises involving phrases and sentences.
The Purple Turtle (Level F Workbook), Basic Reading Series
The BASIC READING SERIES (BRS) is a successful and proven phonics program for beginners. It has a dedicated and faithful following among teachers and parents who want an alternative to discredited teaching methods. The BASIC READING SERIES is now available in a low-cost, paperback edition for homeschool and classroom learning.The workbooks for the BASIC READING SERIES contain material with which children can practice their decoding skills independently of teacher direction. The decoding experiences thus provided increase the children's opportunities to discover sound-spelling relationships and to develop automatic word recognition. The workbooks also can be an aid to vocabulary, word-meaning, and concept development, as they lead children to associate words with appropriate visual images and challenge children to deal with the meanings of words, phrases, and sentences. Finally, the workbooks are a useful tool with which to evaluate the children's decoding progress.The workbook for Level F has four sections of exercises, which correspond (in their sound-spelling patterns only) to the four sections of the Level F reader, The Purple Turtle. The exercises are not tied to the story content of the reader, however. Each section is identified by numbered tabs in the margins of its pages. Each section begins with word charts that present the new words for that section of Level F. Each section progresses from simple exercises based on single words and phrases to more complex exercises involving sentences and short stories.
A Pig Can Jig (Level A Workbook), Basic Reading Series
The BASIC READING SERIES (BRS) is a successful and proven phonics program for beginners. It has a dedicated and faithful following among teachers and parents who want an alternative to discredited teaching methods. The BASIC READING SERIES is now available in a low-cost, paperback edition for homeschool and classroom learning.The workbooks for the BASIC READING SERIES contain material with which children can practice their decoding skills independently of teacher direction. The decoding experiences thus provided increase the children's opportunities to discover sound-spelling relationships and to develop automatic word recognition. The workbooks also can be an aid to vocabulary, word-meaning, and concept development, as they lead children to associate words with appropriate visual images and challenge children to deal with the meanings of words, phrases, and sentences. Finally, the workbooks are a useful tool with which to evaluate the children's decoding progress.The workbook for Level A has fourteen sections of exercises, which correspond (in their spelling patterns only) to the fourteen sections of the Level A reader, A Pig Can Jig. The exercises are not tied to the story content of the reader, however. Each section is identified by numbered tabs in the margins of its pages. Each section progresses from simple exercises based on single words to more complex exercises involving phrases and sentences.
Six Ducks in a Pond (Level C Reader), Basic Reading Series
The BASIC READING SERIES K-2 phonics program is back!The BASIC READING SERIES (BRS) is a successful and proven phonics program for beginners. It has a dedicated and faithful following among teachers and parents who want an alternative to discredited teaching methods. The BASIC READING SERIES is now available in a low-cost, paperback edition for homeschool and classroom learning.* For Every Kind of Learner-Children of all ability levels benefit from BRS. That's because the program puts such a strong emphasis on the regular and predictable features of the language before any irregular or confusing elements are introduced.* Structure, Pattern, and Consistency-The carefully controlled structure of the series and the incremental buildup of predictable spelling patterns (or "word families") makes the program almost self-teaching for many children. Once they learn a pattern, they can unlock dozens of words that fit the pattern.* Discovery: A Natural Way to Learn-We know that all children have a natural capacity for inductive learning. After all, they come to school possessing language - a language they learned wholly through observation and discovery. BRS builds on that natural ability and enables children to discover how the written form of their own language can be turned back into the words they already know and speak!* Decoding Underlies Comprehension-The language children already comprehend is the basis for their first decoding efforts. A brisk and concentrated approach to code learning produces confident, successful readers who can then undertake greater comprehension challenges.* Independence Is the Goal-BRS turns beginners into independent readers as early as possible. By achieving early mastery of the phonic code, BRS students can more quickly give their full attention to meaning without interference from mechanical difficulties.* Comprehension in BRS-The Basic Reading Series lays the foundation for comprehension of every kind: literal, interpretive, critical, and creative.* BRS Components: 7 Readers and 6 WorkbooksLevel A: A Pig Can Jig (Parts 1 & 2)Level B: A Hen in a Fox's DenLevel C: Six Ducks in a PondLevel D: A King on a SwingLevel E: Kittens and ChildrenLevel F: The Purple Turtle* What's covered in Level C?Everything in Levels A and B, plus double consonants, initial and final consonant digraphs, and 36 new sight words.The BRS StoryDr. Donald Rasmussen and Lynn Goldberg developed the BASIC READING SERIES (BRS) in the early 1960s at the Miquon School, a small parent-teacher cooperative near Philadelphia. At that time, most children were taught to read using the "sight" or "look-say" method epitomized by the "Dick and Jane" readers, and many were left behind. Don and Lynn knew there must be a better way, so they spent five years developing their own reading program based on the work of the renowned linguist Leonard Bloomfield. They called their method "inductive whole-word phonics, with a strong linguistics research base".After tryouts in inner-city and suburban schools around the country and almost a dozen revisions, the BASIC READING SERIE was published by Science Research Associates (SRA) and enjoyed great success. Over the years, other reading methods have come and then gone out of favor. Now, decades later, phonics is recognized as the scientific approach to reading instruction, and the BASIC READING SERIES is once again available for young readers.
A King on a Swing (Level D Workbook), Basic Reading Series
The BASIC READING SERIES (BRS) is a successful and proven phonics program for beginners. It has a dedicated and faithful following among teachers and parents who want an alternative to discredited teaching methods. The BASIC READING SERIES is now available in a low-cost, paperback edition for homeschool and classroom learning.The workbooks for the BASIC READING SERIES contain material with which children can practice their decoding skills independently of teacher direction. The decoding experiences thus provided increase the children's opportunities to discover sound-spelling relationships and to develop automatic word recognition. The workbooks also can be an aid to vocabulary, word-meaning, and concept development, as they lead children to associate words with appropriate visual images and challenge children to deal with the meanings of words, phrases, and sentences. Finally, the workbooks are a useful tool with which to evaluate the children's decoding progress.The workbook for Level D has six sections of exercises, which correspond (in their sound-spelling patterns only) to the six sections of the Level D reader, A King on a Swing. The exercises are not tied to the story content of the reader, however. Each section is identified by numbered tabs in the margins of its pages. Each section begins with a word chart that presents most of the new words for that section of Level D. Each section progresses from simple exercises based on single words and phrases to more complex exercises involving phrases and sentences.
Basic Reading Series, Level B Reader, A Hen in a Fox's Den
The BASIC READING SERIES K-2 phonics program is back!The BASIC READING SERIES (BRS) is a successful and proven phonics program for beginners. It has a dedicated and faithful following among teachers and parents who want an alternative to discredited teaching methods. The BASIC READING SERIES is now available in a low-cost, paperback edition for homeschool and classroom learning.* For Every Kind of Learner-Children of all ability levels benefit from BRS. That's because the program puts such a strong emphasis on the regular and predictable features of the language before any irregular or confusing elements are introduced.* Structure, Pattern, and Consistency-The carefully controlled structure of the series and the incremental buildup of predictable spelling patterns (or "word families") makes the program almost self-teaching for many children. Once they learn a pattern, they can unlock dozens of words that fit the pattern.* Discovery: A Natural Way to Learn-We know that all children have a natural capacity for inductive learning. After all, they come to school possessing language - a language they learned wholly through observation and discovery. BRS builds on that natural ability and enables children to discover how the written form of their own language can be turned back into the words they already know and speak!* Decoding Underlies Comprehension-The language children already comprehend is the basis for their first decoding efforts. A brisk and concentrated approach to code learning produces confident, successful readers who can then undertake greater comprehension challenges.* Independence Is the Goal-BRS turns beginners into independent readers as early as possible. By achieving early mastery of the phonic code, BRS students can more quickly give their full attention to meaning without interference from mechanical difficulties.* Comprehension in BRS-The Basic Reading Series lays the foundation for comprehension of every kind: literal, interpretive, critical, and creative. * BRS Components: 7 Readers and 6 WorkbooksLevel A: A Pig Can Jig (Parts 1 & 2)Level B: A Hen in a Fox's DenLevel C: Six Ducks in a PondLevel D: A King on a SwingLevel E: Kittens and ChildrenLevel F: The Purple Turtle* What's covered in Level B?Everything in Level A, plus short vowels e, o, and u; initial g and y; final x; 6 new sight words.The BRS StoryDr. Donald Rasmussen and Lynn Goldberg developed the BASIC READING SERIES (BRS) in the early 1960s at the Miquon School, a small parent-teacher cooperative near Philadelphia. At that time, most children were taught to read using the "sight" or "look-say" method epitomized by the "Dick and Jane" readers, and many were left behind. Don and Lynn knew there must be a better way, so they spent five years developing their own reading program based on the work of the linguist Leonard Bloomfield. They called their method "inductive whole-word phonics, with a strong linguistics research base".After tryouts in inner-city and suburban schools around the country and almost a dozen revisions, tBRS was published by Science Research Associates (SRA) and enjoyed great success. Over the years, other reading methods have come and then gone out of favor. Now, decades later, phonics is recognized as the scientific approach to reading instruction, and the BRS is once again available for young readers.
A Hen in a Fox’s Den (Level B Workbook), Basic Reading Series
The BASIC READING SERIES (BRS) is a successful and proven phonics program for beginners. It has a dedicated and faithful following among teachers and parents who want an alternative to discredited teaching methods. The BASIC READING SERIES is now available in a low-cost, paperback edition for homeschool and classroom learning.The workbooks for the BASIC READING SERIES contain material with which children can practice their decoding skills independently of teacher direction. The decoding experiences thus provided increase the children's opportunities to discover sound-spelling relationships and to develop automatic word recognition. The workbooks also can be an aid to vocabulary, word-meaning, and concept development, as they lead children to associate words with appropriate visual images and challenge children to deal with the meanings of words, phrases, and sentences. Finally, the workbooks are a useful tool with which to evaluate the children's decoding progress.The workbook for Level B has six sections of exercises, which correspond (in their sound-spelling patterns only) to the six sections of the Level B reader, A Hen in a Fox's Den. The exercises are not tied to the story content of the reader, however. Each section is identified by numbered tabs in the margins of its pages. Each section begins with a word chart that reviews familiar words from Level A and presents new words for that section of Level B. Each section progresses from simple exercises based on single words and phrases to more complex exercises involving phrases and sentences.
Basic Reading Series, Level E Reader, Kittens and Children
The BASIC READING SERIES K-2 phonics program is back!The BASIC READING SERIES (BRS) is a successful and proven phonics program for beginners. It has a dedicated and faithful following among teachers and parents who want an alternative to discredited teaching methods. The BASIC READING SERIES is now available in a low-cost, paperback edition for homeschool and classroom learning.* For Every Kind of Learner-Children of all ability levels benefit from BRS. That's because the program puts such a strong emphasis on the regular and predictable features of the language before any irregular or confusing elements are introduced.* Structure, Pattern, and Consistency-The carefully controlled structure of the series and the incremental buildup of predictable spelling patterns (or "word families") makes the program almost self-teaching for many children. Once they learn a pattern, they can unlock dozens of words that fit the pattern.* Discovery: A Natural Way to Learn-We know that all children have a natural capacity for inductive learning. After all, they come to school possessing language - a language they learned wholly through observation and discovery. BRS builds on that natural ability and enables children to discover how the written form of their own language can be turned back into the words they already know and speak!* Decoding Underlies Comprehension-The language children already comprehend is the basis for their first decoding efforts. A brisk and concentrated approach to code learning produces confident, successful readers who can then undertake greater comprehension challenges.* Independence Is the Goal-BRS turns beginners into independent readers as early as possible. By achieving early mastery of the phonic code, BRS students can more quickly give their full attention to meaning without interference from mechanical difficulties.* Comprehension in BRS-The Basic Reading Series lays the foundation for comprehension of every kind: literal, interpretive, critical, and creative. \* BRS Components: 7 Readers and 6 WorkbooksLevel A: A Pig Can Jig (Parts 1 & 2)Level B: A Hen in a Fox's DenLevel C: Six Ducks in a PondLevel D: A King on a SwingLevel E: Kittens and ChildrenLevel F: The Purple Turtle* What's covered in Level E?Everything in Levels A-D, plus vowel digraphs and diphthongs, the 5 "long" vowels, inflected endings, and multi-syllabic words with unstressed first or last syllables.The BRS StoryDr. Donald Rasmussen and Lynn Goldberg developed the BASIC READING SERIES (BRS) in the early 1960s at the Miquon School, a small parent-teacher cooperative near Philadelphia. At that time, most children were taught to read using the "sight" or "look-say" method epitomized by the "Dick and Jane" readers, and many were left behind. Don and Lynn knew there must be a better way, so they spent five years developing their own reading program based on the work of linguist Leonard Bloomfield. They called their method "inductive whole-word phonics, with a strong linguistics research base".After tryouts in inner-city and suburban schools around the country and almost a dozen revisions, BRS was published by Science Research Associates (SRA) and enjoyed great success. Over the years, other reading methods have come and then gone out of favor. Now, decades later, phonics is recognized as the scientific approach to reading instruction, and the BRS is again available for young readers.
Basic Reading Series, Level F Reader, The Purple Turtle
The BASIC READING SERIES K-2 phonics program is back!The BASIC READING SERIES (BRS) is a successful and proven phonics program for beginners. It has a dedicated and faithful following among teachers and parents who want an alternative to discredited teaching methods. The BASIC READING SERIES is now available in a low-cost, paperback edition for homeschool and classroom learning.* For Every Kind of Learner-Children of all ability levels benefit from BRS. That's because the program puts such a strong emphasis on the regular and predictable features of the language before any irregular or confusing elements are introduced.* Structure, Pattern, and Consistency-The carefully controlled structure of the series and the incremental buildup of predictable spelling patterns (or "word families") makes the program almost self-teaching for many children. Once they learn a pattern, they can unlock dozens of words that fit the pattern.* Discovery: A Natural Way to Learn-We know that all children have a natural capacity for inductive learning. After all, they come to school possessing language - a language they learned wholly through observation and discovery. BRS builds on that natural ability and enables children to discover how the written form of their own language can be turned back into the words they already know and speak!* Decoding Underlies Comprehension-The language children already comprehend is the basis for their first decoding efforts. A brisk and concentrated approach to code learning produces confident, successful readers who can then undertake greater comprehension challenges.* Independence Is the Goal-BRS turns beginners into independent readers as early as possible. By achieving early mastery of the phonic code, BRS students can more quickly give their full attention to meaning without interference from mechanical difficulties.* Comprehension in BRS-The Basic Reading Series lays the foundation for comprehension of every kind: literal, interpretive, critical, and creative. * BRS Components: 7 Readers and 6 WorkbooksLevel A: A Pig Can Jig (Parts 1 & 2)Level B: A Hen in a Fox's DenLevel C: Six Ducks in a PondLevel D: A King on a SwingLevel E: Kittens and ChildrenLevel F: The Purple Turtle* What's covered in Level F?Everything in Levels A-E, plus r-influenced vowels, "soft" sounds of c and g, "silent" letters, and isolated words spelled in irregular ways.The BRS StoryDr. Donald Rasmussen and Lynn Goldberg developed the BASIC READING SERIES (BRS) in the early 1960s at the Miquon School, a parent-teacher cooperative near Philadelphia. At that time, most children were taught to read using the "sight" or "look-say" method epitomized by the "Dick and Jane" readers, and many were left behind. Don and Lynn knew there must be a better way, so they spent 5 years developing their own reading program based on the work of linguist Leonard Bloomfield. They called their method "inductive whole-word phonics, with a strong linguistics research base".After tryouts in inner-city and suburban schools around the country and almost a dozen revisions, the BRS was published by Science Research Associates (SRA) and enjoyed great success. Over the years, other reading methods have come and then gone out of favor. Now, decades later, phonics is recognized as the scientific approach to reading instruction, and the BRS is once again available for young readers.
Basic Reading Series, Level D Reader, A King on a Swing
The BASIC READING SERIES K-2 phonics program is back!The BASIC READING SERIES (BRS) is a successful and proven phonics program for beginners. It has a dedicated and faithful following among teachers and parents who want an alternative to discredited teaching methods. The BASIC READING SERIES is now available in a low-cost, paperback edition for homeschool and classroom learning.* For Every Kind of Learner-Children of all ability levels benefit from BRS. That's because the program puts such a strong emphasis on the regular and predictable features of the language before any irregular or confusing elements are introduced.* Structure, Pattern, and Consistency-The carefully controlled structure of the series and the incremental buildup of predictable spelling patterns (or "word families") makes the program almost self-teaching for many children. Once they learn a pattern, they can unlock dozens of words that fit the pattern.* Discovery: A Natural Way to Learn-We know that all children have a natural capacity for inductive learning. After all, they come to school possessing language - a language they learned wholly through observation and discovery. BRS builds on that natural ability and enables children to discover how the written form of their own language can be turned back into the words they already know and speak!* Decoding Underlies Comprehension-The language children already comprehend is the basis for their first decoding efforts. A brisk and concentrated approach to code learning produces confident, successful readers who can then undertake greater comprehension challenges.* Independence Is the Goal-BRS turns beginners into independent readers as early as possible. By achieving early mastery of the phonic code, BRS students can more quickly give their full attention to meaning without interference from mechanical difficulties.* Comprehension in BRS-The Basic Reading Series lays the foundation for comprehension of every kind: literal, interpretive, critical, and creative. * BRS Components: 7 Readers and 6 WorkbooksLevel A: A Pig Can Jig (Parts 1 & 2)Level B: A Hen in a Fox's DenLevel C: Six Ducks in a PondLevel D: A King on a SwingLevel E: Kittens and ChildrenLevel F: The Purple Turtle* What's covered in Level D?Everything in Levels A-C, plus consonant blends, clusters of 3 consonants, and 55 new sight words (mostly common contractions).The BRS StoryDr. Donald Rasmussen and Lynn Goldberg developed the BASIC READING SERIES (BRS) in the early 1960s at the Miquon School, a small parent-teacher cooperative near Philadelphia. At that time, most children were taught to read using the "sight" or "look-say" method epitomized by the "Dick and Jane" readers, and many were left behind. Don and Lynn knew there must be a better way, so they spent five years developing their own reading program based on the work of the renowned linguist Leonard Bloomfield. They called their method "inductive whole-word phonics, with a strong linguistics research base".After tryouts in inner-city and suburban schools around the country and almost a dozen revisions, the BASIC READING SERIES was published by Science Research Associates (SRA) and enjoyed great success. Over the years, other reading methods have come and then gone out of favor. Now, decades later, phonics is recognized as the scientific approach to reading instruction, and the BRS is once again available for young readers.
Mastering the Four Arguments
Learning to think well means learning to argue well. But it's not easy: Teachers often say they spend more time teaching students how to write than covering their subject, and students often wonder what all the fuss is about. What's the point when AI has all the answers anyway?The truth is that writing persuasively has never been more important. In Mastering the Four Arguments, Dr. Gregory Roper makes it simple for teachers and students alike, revealing that underneath every broiling debate of our time, there are actually only four kinds of arguments. These arguments are the core of stasis theory, devised two thousand years ago in ancient Rome to help lawyers and political orators cut past rhetorical distraction and identify the real point of controversy in any debate. Master the four arguments, and you'll find writing papers and winning debates with friends much easier. And you'll find that learning to argue well is a great first step toward something much bigger: By pursuing the truth, you'll be on your way to learning to live well, too.With its clear, straightforward approach, helpful exercises and examples, and notes for students and teachers alike, this book will make you the master of any argument.
The Discursive Construction of the Modern Political Self
This book explores the impact of new media on politicians' construction, presentation, and dissemination of their political selves, focusing on the social media presence of US Representative Alexandria Ocasio-Cortez to offer new insights into the landscape of contemporary political discourse.
Political Myth-making, Nationalist Resistance and Populist Performance
Using the socio-political discourse of Kwame Nkrumah, a pioneering Pan-Africanist and Ghana's independence leader, Nartey investigates the notion of political myth-making in a context underexplored in the literature.
Chinese English
This book offers a distinct exploration of Chinese English - an 'expanding circle' variety with the largest rising population of speakers in the World Englishes (WE) family. The book provides readers with a novel theoretical framework for researching Chinese English that includes first-hand narratives by speakers of this variety of English.
Space and time in the work of Godofredo Rangel
Godofredo Rangel appears on the literary scene always associated with Monteiro Lobato due to their close friendship and the many letters exchanged between them. However, his memory is respected by great writers such as Carlos Drummond de Andrade and Autran Dourado. We propose to analyse the constitution of the literary space in Vida Ociosa (1920), from a perspective that characterises it as a regionalist space from Minas Gerais.
Transnational English Language Assessment Practices in the Age of Metrics
This edited volume examines how transnational English language assessment practices are envisioned, enacted and justified by different stakeholders including students, teachers and universities in different geographical contexts, and what would be the multi-level consequences of such practices.
