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3,000 locuciones verbales y combinaciones frecuentes Cover

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3,000 locuciones verbales y combinaciones frecuentes

Adela Robles-Sáez

This extensive Spanish language reference explains the logic behind more than 3,000 frequently used verb phrases and combinations that make Spanish speech sound native. Each entry includes a definition of the phrase including its register, synonyms, antonyms, complementary expressions, grammatical patterns, and examples of how the combinations are used in easy and difficult structures. Most entries also point out other factors to be taken into account, such as whether an expression is to be used in isolation, after explaining a cause, or if it shouldn't be used at the beginning of a sentence. The book presents generative patterns for combinations based on conceptual metaphors and grammar structures, details families of expressions as separate charts, and contains an index by complement.

Featuring a wide range of varieties of Spanish, this volume includes both peninsular and New World Spanish and draws on both written and spoken corpora. Based on sound research in cognitive linguistics and written entirely in Spanish, this valuable reference will be useful to advanced students of Spanish, teachers of Spanish, translators, and writers.

Sample Entry

ABUNDARAbundar en detalles: Ofrecer mucha información. Esta expresión se utiliza en contextos neutros o formales. En forma negativa (no abundar en detalles) se usa para expresar de manera irónica que alguien no quiere ofrecer tanta información como necesitamos.

S: El informe sobre el golpe de estado V: abunda CR: en detalles sobre la intervención de la CIA

El estudio abunda en detalles estadísticos sobre la inmigración, pero no explica ni sus causas ni sus consecuencias.

La testigo reconoció que era amante del acusado, pero no abundó en detalles sobre su relación.

Contraste:Informal: Paquita llegó a casa borracha y con un ojo morado. Explicó a su marido que se había caído y nada más.Formal: La víctima llegó a su casa intoxicada y con señales de abuso físico. Explicó, sin abundar en detalles, que eran resultado de una caída.

Expresiones relacionadas:1. Entrar en detalles (frecuentemente no entrar en detalles): Discutir un tema en profundidad. 'No entrar' significa quedarse fuera, por lo tanto, no entrar en detalles significa no explicar ningún detalle, mientras que no abundar en detalles significa hablar poco sobre un tema.

El estudio abunda en detalles estadísticos sobre la inmigración, pero no explica ni sus causas ni sus consecuencias.

*El estudio entra en detalles estadísticos sobre la inmigración, pero no explica ni sus causas ni sus consecuencias.

Hasta ahora hemos tratado el tema de la absorción de este mineral de manera superficial. Ahora entraremos en detalles.

*Hasta ahora hemos tratado el tema de la absorción de este mineral de manera superficial. Ahora abundaremos en detalles.

(A)Wry Views Cover

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(A)Wry Views

Anamorphosis, Cervantes, and the Early Picaresque

by David R. Castillo

The term anamorphosis, from the greek ana (again) and morphe (shape), designates a variety of perspective experiments that can be traced back to the artistic developments of the 1500's and 1600's. Anamorphic devices challenge viewers to experience different forms of perceptual oscillation and uncertainty. Images shift in front of the eyes of puzzled spectators as they move from the center of the representation to the margins, or from one side to the other. (A) Wry Views demonstrates that much of the literature of the Spanish Golden Age is susceptible, and indeed requires, oblique readings (as in anamorphosis).

ABC Etymological Dictionary of Old Chinese Cover

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ABC Etymological Dictionary of Old Chinese

Axel Schuessler

This is the first genuine etymological dictionary of Old Chinese written in any language. As such, it constitutes a milestone in research on the evolution of the Sinitic language group. Whereas previous studies have emphasized the structure of the Chinese characters, this pathbreaking dictionary places primary emphasis on the sounds and meanings of Sinitic roots. Based on more than three decades of intensive investigation in primary and secondary sources, this completely new dictionary places Old Chinese squarely within the Sino-Tibetan language family (including close consideration of numerous Tiberto-Burman languages), while paying due regard to other language families such as Austroasiatic, Miao-Yao (Hmong-Mien), and Kam-Tai. Designed for use by nonspecialists and specialists alike, the dictionary is highly accessible, being arranged in alphabetical order and possessed of numerous innovative lexicographical features. Each entry offers one or more possible etymologies as well as reconstructed pronunciations and other relevant data. Words that are morphologically related are grouped together into "word families" that attempt to make explicit the derivational or other etymological processes that relate them. The dictionary is preceded by a substantive and significant introduction that outlines the author’s views on the linguistic position of Chinese within Asia and details the phonological and morphological properties, to the degree they are known, of the earliest stages of the Chinese language and its ancestor. This introduction, because it both summarizes and synthesizes earlier work and makes several original contributions, functions as a useful reference work all on its own.

Abductive Reasoning Cover

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Abductive Reasoning

This book examines three areas in which abductive reasoning is especially important: medicine, science, and law. The reader is introduced to abduction and shown how it has evolved historically into the framework of conventional wisdom in logic. Discussions draw upon recent techniques used in artificial intelligence, particularly in the areas of multi-agent systems and plan recognition, to develop a dialogue model of explanation. Cases of causal explanations in law are analyzed using abductive reasoning, and all the components are finally brought together to build a new account of abductive reasoning.  

By clarifying the notion of abduction as a common and significant type of reasoning in everyday argumentation, Abductive Reasoning will be useful to scholars and students in many fields, including argumentation, computing and artificial intelligence, psychology and cognitive science, law, philosophy, linguistics, and speech communication and rhetoric.

 

Abrégé des règles de grammaire et d'orthographe (ARGO) Cover

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Abrégé des règles de grammaire et d'orthographe (ARGO)

Un petit ouvrage facile à consulter qui répond rapidement aux principales questions que tout utilisateur du français se pose au moment de la rédaction : majuscules, participes passés, trait d’union, pluriel des noms composés, accord des adjectifs marquant la couleur, concordance des temps. L’auteure, qui n’en est pas à ses premières armes dans ce domaine, a mis l’accent sur la simplicité et sur la logique sous-jacente des règles de grammaire.

Academic Discourse and Critical Consciousness Cover

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Academic Discourse and Critical Consciousness

by Patricia Bizzell

This collection of essays traces the attempts of one writing teacher to understand theoretically - and to respond pedagogically - to what happens when students from diverse backgrounds learn to use language in college. Bizzell begins from the assumption that democratic education requires us to attempt to educate all students, including those whose social or ethnic backgrounds may have offered them little experience with academic discourse. Over the ten-year period chronicled in these essays, she has seen herself primarily as an advocate for such students, sometimes called “basic writers.” Bizzell’s views on education for “critical consciousness,” widely discussed in the writing field, are represented in most of the essays in this volume. But in the last few chapters, and in the intellectual autobiography written as the introduction to the volume, she calls her previous work into question on the grounds that her self-appointment as an advocate for basic writers may have been presumptious, and her hopes for the politically liberating effects of academic discourse misplaced. She concludes by calling for a theory of discourse that acknowledges the need to argue for values and pedagogy that can assist these arguments to proceed more inclusively than ever before. The essays in this volume constitute the main body of work in which Bizzell developed her influential and often cited ideas. Organized chronologically, they present a picture of how she has grappled with major issues in composition studies over the past decade. In the process, she sketches a trajectory for the development of composition studies as an academic discipline.

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Academic Writing for Military Personnel

Adam Chapnick and Craig Stone

Academic Writing for Military Personnel is written for members of the military who are either new to or re-entering the academic community and who need to familiarize themselves with academic writing. The authors, an experienced writing instructor and a retired military officer, show how persuasive academic writing enhances officers’ effectiveness in their regular duties, especially as they reach more senior levels of service. They explain the differences between staff writing and academic writing, and outline some of the common errors military personnel make when transitioning from one to the other. The book’s chapters outline the value of strong written communication skills, the research process, the writing process, academic referencing, and frequent grammatical and syntactical errors. Specific examples chosen with a military audience in mind are integrated throughout the book to provide the reader with relevant and practical guidance. The book concludes with a discussion on how officers can use the knowledge they have acquired through their professional experiences in their academic work. As the only comprehensive guide to effective academic writing designed specifically for military personnel, this book will be a crucial addition to the libraries of junior and senior officers in militaries worldwide.

Activist WPA, The Cover

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Activist WPA, The

Changing Stories About Writing and Writers

Linda Adler-Kassner

One wonders if there is any academic field that doesn’t suffer from the way it is portrayed by the media, by politicians, by pundits and other publics. How well scholars in a discipline articulate their own definition can influence not only issues of image but the very success of the discipline in serving students and its other constituencies. The Activist WPA is an effort to address this range of issues for the field of English composition in the age of the Spellings Commission and the No Child Left Behind Act.

Drawing on recent developments in framing theory and the resurgent traditions of progressive organizers, Linda Adler-Kassner calls upon composition teachers and administrators to develop strategic programs of collective action that do justice to composition’s best principles. Adler-Kassner argues that the “story” of college composition can be changed only when writing scholars bring the wonders down, to articulate a theory framework that is pragmatic and intelligible to those outside the field--and then create messages that reference that framework. In The Activist WPA, she makes a case for developing a more integrated vision of outreach, English education, and writing program administration.

Acts of Enjoyment Cover

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Acts of Enjoyment

Rhetoric, Zizek, and the Return of the Subject

by Thomas Rickert

Why are today's students not realizing their potential as critical thinkers? Although educators have, for two decades, incorporated contemporary cultural studies into the teaching of composition and rhetoric, many students lack the powers of self-expression that are crucial for effecting social change. Acts of Enjoyment presents a critique of current pedagogies and introduces a psychoanalytical approach in teaching composition and rhetoric. Thomas Rickert builds upon the advances of cultural studies and its focus on societal trends and broadens this view by placing attention on the conscious and subconscious thought of the individual. By introducing the cultural theory work of Slavoj Zizek, Rickert seeks to encourage personal and social invention--rather than simply following a course of unity, equity, or consensus that is so prevalent in current writing instruction. He argues that writing should not be treated as a simple skill, as a naïve self expression, or as a tool for personal advancement, but rather as a reflection of social and psychical forces, such as jouissance (enjoyment/sensual pleasure), desire, and fantasy-creating a more sophisticated, panoptic form. The goal of the psychoanalytical approach is to highlight the best pedagogical aspects of cultural studies to allow for well-rounded individual expression, ultimately providing the tools necessary to address larger issues of politics, popular culture, ideology, and social transformation.

Acts of Reading Cover

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Acts of Reading

Exploring Connections in Pedagogy of Japanese

Hiroshi Nara & Mari Noda

Students who have completed a year of German read Brecht in their second year, those of Spanish read Cervantes. Teachers of first and second-year Japanese can often find nothing comparable. "Why aren't your students reading literature?" they are asked. "Why not Soseki? Or Murakami?" What are instructors of Japanese doing wrong? Nothing, according to the authors of this volume. Rather, they argue, such questions exemplify the gross misunderstandings and unreasonable expectations of teaching reading in Japanese. In Acts of Reading, the authors set out to explore what reading is for Japanese as a language, and how instructors should teach it to students of Japanese. They seek answers to two questions: What are the aspects of reading in Japan as manifested in Japanese society? What L2 (second-language) reading problems are specific to Japanese? In answering the first and related questions, the authors conclude that reading is a socially motivated, purposeful act that is savored and becomes a part of people's lives. Reading instruction in Japanese, therefore, should include teaching students how to work with text as the Japanese do in Japanese society. The second question relates more directly to traditional concerns in L2 reading. The authors begin with a general theory of reading. They then offer a welcome glimpse into the rich and complex perspectives-sometimes conflicting, other times symbiotic-on what reading is and how it is performed in L1 and L2, and, most importantly, on the web of interconnections between the phenomenology of reading and the demands it places on teaching approaches to reading in Japanese.

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