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Academic writing often requires students to incorporate material from outside sources (like statistics, ideas, quotations, paraphrases) into their own written texts-a particular obstacle for students who lack strong reading skills. In Connecting Reading and Writing in Second Language Instruction, Alan Hirvela contends that second language writing students should be considered as readers first and advocates the integration of reading and writing instruction with a survey of theory, research, and pedagogy in the subject area. Although the integrated reading-writing model has gained popularity in recent years, many teachers have little more than an intuitive sense of the connections between these skills. As part of the popular Michigan Series on Teaching Multilingual Writers, Connecting Reading and Writing in Second Language Instruction will provide invaluable background knowledge on this issue to ESL teachers in training, as well as teachers who are already practicing.
Dilemmas and Decisions in Research and Instruction
Controversies in Second Language Writing is not a how-to book, but one that focuses on how teachers in L2 writing can be helped to make reasoned decisions by understanding some of the key issues and conflicting opinions about L2 writing research and pedagogy. This book will assist teachers in making informed decisions about teaching writing in the ESL classroom. To counteract some of the debates, Casanave explores the different sides of the arguments and provides examples of how other teachers have dealt with these issues. The book presents novice and seasoned teachers with thought-provoking issues and questions to consider when determining and reflecting on their own teaching strategies and criteria. Topics discussed include: contrastive rhetoric, product vs. process, fluency and accuracy, assessment of student work, audience, plagiarism, politics, and ideology.
The critical approach to L2 writing is arguably one of the most significant recent developments in L2 writing pedagogy. A. Suresh Canagarajah provides a thorough discussion of this topic in Critical Academic Writing and Multilingual Students. This volume facilitates teacher self-reflection and enables readers to better understand the motivations and pedagogical implications--especially for L2 writing--of a more openly pedagogical approach. Critical Academic Writing and Multilingual Students explains what it means to commit to an academic pedagogy, in terms of form, self, content, and community--and what it can accomplish in the L2 writing classroom. It's a guide for writing teachers who wish to embark on a journey toward increased critical awareness of the role they play, or potentially could play, in the lives of their students.
Now, for the first time, a collection featuring 17 widely respected scholars depicts the everyday practices of deaf interpreters in their respective nations. Deaf Interpreters at Work: International Insights presents the history of Deaf translators and interpreters and details the development of testing and accreditation to raise their professional profiles. Other chapters delineate the cognitive processes of Deaf interpreting; Deaf-Deaf interpreter teams; Deaf and hearing team preparation; the use of Tactile American Sign Language by those interpreting for the Deaf Blind community; and conference interpreting and interpreting teams. Along with volume coeditors Christopher Stone, Robert Adam, and Steven D. Collins, contributors include Markus Aro, Karen Bontempo, Juan Carlos Druetta, Senan Dunne, Eileen Forestal, Della Goswell, Juli af Klintberg, Patricia Levitzke-Gray, Jemina Napier, Brenda Nicodemus, Debra Russell, Stephanie Sforza, Marty Taylor, and Linda Warby. The scope of their research spans the world, including many unique facets of interpreting by deaf people in Argentina, Australia, Canada, England, Finland, Ireland, Sweden, and the United States, establishing this work as the standard in this burgeoning discipline.
Social Interactions in Academic Writing
Why do engineers "report" while philosophers "argue" and biologists "describe"? In the Michigan Classics Edition of Disciplinary Discourses: Social Interactions in Academic Writing, Ken Hyland examines the relationships between the cultures of academic communities and their unique discourses. Drawing on discourse analysis, corpus linguistics, and the voices of professional insiders, Ken Hyland explores how academics use language to organize their professional lives, carry out intellectual tasks, and reach agreement on what will count as knowledge. In addition, Disciplinary Discourses presents a useful framework for understanding the interactions between writers and their readers in published academic writing. From this framework, Hyland provides practical teaching suggestions and points out opportunities for further research within the subject area. As issues of linguistic and rhetorical expression of disciplinary conventions are becoming more central to teachers, students, and researchers, the careful analysis and straightforward style of Disciplinary Discourses make it a remarkable asset. The Michigan Classics Edition features a new preface by the author and a new foreword by John M. Swales.
Approximately five million people worldwide speak Albanian. The opening of Albania in the 1990s to broader trading and diplomatic relations with other nations has created a need for better knowledge of the language and culture of this country. This book teaches the student to communicate in everyday situations in the language, with each chapter introducing a new situational context. Students learn to discuss work, vacations, health, and entertainment. Students also learn to practice basic skills such as shopping, ordering tickets, and renting an apartment. Upon completing this textbook, students will be at the A2/B1 level of proficiency on the scale provided by the Common European Framework of Reference for Languages (CEFR).
The textbook includes:
• eighteen lessons based on real-life situations, including three review lessons
• dialogues to help introduce vocabulary and grammatical structures
• comprehension questions and exercises
• related readings at the end of each chapter
• full translations for all examples discussed in grammar sections
• a series of appendixes with numerous charts summarizing main classes of nouns, adjectives, and verbs
• an appendix with the solutions to most of the exercises in the book
• a glossary with all the words in the dialogs and readings.
Turning Ideas into Text
This book is designed to raise students' awareness of the linguistic features of a postgraduate dissertation/thesis written in English. It deals primarily with the linguistic aspects of extended pieces of writing, placing great emphasis on the writer's responsibility for the readability of the text.
Somewhere on the periphery of Seoul, between the modern metropolis and the traditional farming communities, lies a "distant and beautiful place," the neighborhood of Wonmi-dong. Here, a young couple from the city struggles to make a home for themselves; a hapless "salary man" is forced into door-to-door sales after losing his job; a precocious seven-year-old questions the meaning of friendship and community. Everyone seems to be chasing the intangible dream of a better life. Set against the backdrop of South Korea's breakneck drive for industrialization and economic development in the 1980s, these compassionate and often humorous stories capture the essence of modern South Korean life-including the ubiquitous atmosphere of violence and fear that clouded the country prior to democratization in 1987. They also depict the Korean people's unfailing optimism and love of life. A Distant and Beautiful Place first appeared as a series of linked stories in literary journals between 1985 and 1987. It was published as the collection Wonmi-dong saramdul in 1987 and quickly became a best seller. Yang Kwija, one of South Korea's most respected and popular authors, has since published dozens of novels and shorter pieces.
Factional Conflict in Late Northern Song China
Between 1044 and 1104, ideological disputes divided China’s sociopolitical elite, who organized into factions battling for control of the imperial government. Advocates and adversaries of state reform forged bureaucratic coalitions to implement their policy agendas and to promote like-minded colleagues. During this period, three emperors and two regents in turn patronized a new bureaucratic coalition that overturned the preceding ministerial regime and its policies. This ideological and political conflict escalated with every monarchical transition in a widening circle of retribution that began with limited purges and ended with extensive blacklists of the opposition.
Divided by a Common Language is the first English-language study to approach the political history of the late Northern Song in its entirety and the first to engage the issue of factionalism in Song political culture. Ari Daniel Levine explores the complex intersection of Chinese political, cultural, and intellectual history by examining the language that ministers and monarchs used to articulate conceptions of political authority. Despite their rancorous disputes over state policy, factionalists shared a common repertoire of political discourses and practices, which they used to promote their comrades and purge their adversaries. Conceiving of factions in similar ways, ministers sought monarchical approval of their schemes, employing rhetoric that imagined the imperial court as the ultimate source of ethical and political authority.
Factionalists used the same polarizing rhetoric to vilify their opponents—who rejected their exclusive claims to authority as well as their ideological program—as treacherous and disloyal. They pressured emperors and regents to identify the malign factions that were spreading at court and expel them from the metropolitan bureaucracy before they undermined the dynastic polity. By analyzing theoretical essays, court memorials, and political debates from the period, Levine interrogates the intellectual assumptions and linguistic limitations that prevented Northern Song politicians from defending or even acknowledging the existence of factions. From the Northern Song to the Ming and Qing dynasties, this dominant discourse of authority continued to restrain members of China’s sociopolitical elite from articulating interests that acted independently from, or in opposition to, the dynastic polity.
Deeply grounded in both primary and secondary sources, Levine’s study is important for the clarity and fluidity with which it presents a critical period in the development of Chinese imperial history and government.