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This unique book explores how graphocentrism affects Chinese education and culture. It moves away from the contemporary educational practices in China of following the Western model of phonocentrism, to demonstrate that each perspective interacts and counteracts with each other, creating a dialogue between Eastern and Western thought. Chapters explore the consonances and dissonances between the two, problematizing the educational practices of Chinese tradition and proposing a dialectical thinking of post-graphocentrism, based on the concepts of Dao and deconstruction. The volume creates a unique area in the field of philosophy of education by questioning the writing/speaking relationship in Chinese tradition, complete with educational ideas and practices that consider the uniqueness of Chinese character writing. A pioneering study of its kind, Education between Speech and Writing provides a valuable source for students of philosophy of education, as well as students and academics in the field of Chinese Studies. The book will also appeal to anyone interested in dialogues between Chinese and Western thoughts, especially negotiating between Daoism and deconstruction.
With extensive updates and enhancements to every chapter, the new edition of "Speech to Print" fully prepares today's literacy educators to teach students with or without disabilities.
Bridges the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. This title intends to advance our understanding of written language learning by collecting theoretical meta-reflections and empirical studies that shed light on two crucial dimensions of the theory and research in the field
Similarities and differences between speech and writing have been the subject of innumerable studies, but until now there has been no attempt to provide a unified linguistic analysis of the whole range of spoken and written registers in English. In this widely acclaimed empirical study, Douglas Biber uses computational techniques to analyse the linguistic characteristics of twenty three spoken and written genres, enabling identification of the basic, underlying dimensions of variation in English. In Variation Across Speech and Writing, six dimensions of variation are identified through a factor analysis, on the basis of linguistic co-occurence patterns. The resulting model of variation provides for the description of the distinctive linguistic characteristics of any spoken or written text andd emonstrates the ways in which the polarization of speech and writing has been misleading, and thus enables reconciliation of the contradictory conclusions reached in previous research.
Why you need a writing revolution in your classroom and how to lead it The Writing Revolution (TWR) provides a clear method of instruction that you can use no matter what subject or grade level you teach. The model, also known as The Hochman Method, has demonstrated, over and over, that it can turn weak writers into strong communicators by focusing on specific techniques that match their needs and by providing them with targeted feedback. Insurmountable as the challenges faced by many students may seem, The Writing Revolution can make a dramatic difference. And the method does more than improve writing skills. It also helps: Boost reading comprehension Improve organizational and study skills Enhance speaking abilities Develop analytical capabilities The Writing Revolution is as much a method of teaching content as it is a method of teaching writing. There's no separate writing block and no separate writing curriculum. Instead, teachers of all subjects adapt the TWR strategies and activities to their current curriculum and weave them into their content instruction. But perhaps what's most revolutionary about the TWR method is that it takes the mystery out of learning to write well. It breaks the writing process down into manageable chunks and then has students practice the chunks they need, repeatedly, while also learning content.
In this book Edward McDonald takes a fresh look at issues of language in Chinese studies. He takes the viewpoint of the university student of Chinese with the ultimate goal of becoming 'sinophone': that is, developing a fluency and facility at operating in Chinese-language contexts comparable to their own mother tongue. While the entry point for most potential sinophones is the Chinese language classroom, the kinds of "language" and "culture" on offer there are rarely questioned, and the links between the forms of the language and the situations in which they may be used are rarely drawn. The author’s explorations of Chinese studies illustrate the crucial link between becoming sinophone and developing a sinophone identity – learning Chinese and turning Chinese. Including chapters on: relating text to context in learning Chinese the social and political contexts of language learning myths about Chinese characters language reform and nationalism in modern China critical discourse analysis of popular culture ethnicity and identity in language learning. This book will be invaluable for all Chinese language students and teachers, and those with an interest in Chinese linguistics, linguistic anthropology, critical discourse analysis, and language education. Edward McDonald is currently Lecturer in Chinese at the University of Auckland, and has taught Chinese language, music, linguistics and semiotics at universities in Australia, China, and Singapore.
A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Elegant data and ideas deserve elegant expression, argues Helen Sword in this lively guide to academic writing. For scholars frustrated with disciplinary conventions, and for specialists who want to write for a larger audience but are unsure where to begin, here are imaginative, practical, witty pointers that show how to make articles and books a pleasure to read—and to write. Dispelling the myth that you cannot get published without writing wordy, impersonal prose, Sword shows how much journal editors and readers welcome work that avoids excessive jargon and abstraction. Sword’s analysis of more than a thousand peer-reviewed articles across a wide range of fields documents a startling gap between how academics typically describe good writing and the turgid prose they regularly produce. Stylish Academic Writing showcases a range of scholars from the sciences, humanities, and social sciences who write with vividness and panache. Individual chapters take up specific elements of style, such as titles and headings, chapter openings, and structure, and close with examples of transferable techniques that any writer can master.
Linguists routinely emphasise the primacy of speech over writing. Yet, most linguists have analysed spoken language, as well as language in general, applying theories and methods that are best suited for written language. Accordingly, there is an extensive 'written language bias' in traditional and present day linguistics and other language sciences. In this book, this point is argued with rich and convincing evidence from virtually all fields of linguistics.