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In the modular design of generative theory the syntax–semantics interface has accounted all along for meanings at the level of Logical Form. The syntax–pragmatics interface, on the other hand, is the result of what one may call the 'pragmatic turn' in the linguistic theory, where content is partitioned into given and new information. In other words, the structural division of the clause has been subjected to criteria of information, or discourse structure. Both interfaces require a structurally descriptive inventory whose specific shapes can be motivated on theory-internal grounds only. The present collection of original articles develops the concept of these interfaces further. The papers in the first section focus on the syntax–semantics interface, those in the second section on the syntax–pragmatics interface.
This textbook helps undergraduate students of language and linguistics taking their first steps in one of the core areas of grammar, introducing them to the basic ideas, insights, and techniques of contemporary semantic theory. Requiring no special background knowledge, the book starts with everyday observations about word meaning and use and then hightlights the role of structure in the analysis of the meanings of phrases and clauses, zooming in on the fascinating and vexing question of how speakers manage to meaningfully communicate with sentences and texts they have never come across before. At the same time, the reader becomes acquainted with the modern, functionalist characterization of linguistic meaning in terms of reference (extension) and information (intension), and learns to apply technical tools from formal logic to analyzing the meaning of complex linguistic expressions as being composed by the meanings of their parts. Each of the nine main chapters contains a variety of exercises for self-study and classroom use, with model solutions in the appendix. Extensive English examples provide ample illustration.
To many academics, composition still represents typewritten texts on 8.5" x 11" pages that follow rote argumentative guidelines. In Toward a Composition Made Whole, Jody Shipka views composition as an act of communication that can be expressed through any number of media and as a path to meaning-making. Her study offers an in-depth examination of multimodality via the processes, values, structures, and semiotic practices people employ every day to compose and communicate their thoughts. Shipka counters current associations that equate multimodality only with computer, digitized, or screen-mediated texts, which are often self-limiting. She stretches the boundaries of composition to include a hybridization of aural, visual, and written forms. Shipka analyzes the work of current scholars in multimodality and combines this with recent writing theory to create her own teaching framework. Among her methods, Shipka employs process-oriented reflection and a statement of goals and choices to prepare students to compose using various media in ways that spur their rhetorical and material awareness. They are encouraged to produce unusual text forms while also learning to understand the composition process as a whole. Shipka presents several case studies of students working in multimodal composition and explains the strategies, tools, and spaces they employ. She then offers methods to critically assess multimodal writing projects. Toward a Composition Made Whole challenges theorists and compositionists to further investigate communication practices and broaden the scope of writing to include all composing methods. While Shipka views writing as crucial to discourse, she challenges us to always consider the various purposes that writing serves.
In the spring of 1968, the English faculty at the University of Wisconsin-Madison (UW) voted to remedialize the first semester of its required freshman composition course, English 101. The following year, it eliminated outright the second semester course, English 102. For the next quarter-century, UW had no real campus-wide writing requirement, putting it out of step with its peer institutions and preventing it from fully joining the "composition revolution" of the 1970s. Fleming shows how contributing factors--the growing reliance on TAs; the questioning of traditional curricula by young instructors and their students; the disinterest of faculty in teaching and administering general education courses--were part of a larger shift affecting universities nationally. He also connects the events of this period to the long, embattled history of freshman composition in the United States.
Rhetoric and composition is an academic discipline that informs all other fields in teaching students how to communicate their ideas and construct their arguments. It has grown dramatically to become a cornerstone of many undergraduate courses and curricula, and it is a particularly dynamic field for scholarly research. This book offers an accessible introduction to teaching and studying rhetoric and composition. By combining the history of rhetoric, explorations of its underlying theories, and a survey of current research (with practical examples and advice), Steven Lynn offers a solid foundation for further study in the field. Readers will find useful information on how students have been taught to invent and organize materials, to express themselves correctly and effectively, and how the ancient study of memory and delivery illuminates discourse and pedagogy today. This concise book thus provides a starting point for learning about the discipline that engages writing, thinking, and argument.
Gertrude Stein's "Composition as Explanation" delves into the intricate relationship between language and artistic expression. Published in 1926, the essay explores Stein's unique approach to writing and challenges conventional perceptions of composition. With a distinctive prose style, she reflects on the nature of creativity, emphasizing the significance of repetition and abstraction. Stein's work serves as both an exploration of her own artistic process and a broader commentary on the essence of language in shaping our understanding of art.
In this book leading scholars from every relevant field report on all aspects of compositionality, the notion that the meaning of an expression can be derived from its parts. Understanding how compositionality works is a central element of syntactic and semantic analysis and a challenge for models of cognition. It is a key concept in linguistics and philosophy and in the cognitive sciences more generally, and is without question one of the most exciting fields in the study of language and mind. The authors of this book report critically on lines of research in different disciplines, revealing the connections between them and highlighting current problems and opportunities. The force and justification of compositionality have long been contentious. First proposed by Frege as the notion that the meaning of an expression is generally determined by the meaning and syntax of its components, it has since been deployed as a constraint on the relation between theories of syntax and semantics, as a means of analysis, and more recently as underlying the structures of representational systems, such as computer programs and neural architectures. The Oxford Handbook of Compositionality explores these and many other dimensions of this challenging field. It will appeal to researchers and advanced students in linguistics and philosophy and to everyone concerned with the study of language and cognition including those working in neuroscience, computational science, and bio-informatics.
This fascinating literary essay, written by the famous American writer and poet, Edgar Allan Poe, explores the mystique of artistic creation. By using his renowned poem ‘The Raven’ as an example, Poe explains how good writers write well, concluding that brevity, ‘unity of effect’ and a logical method are the most important factors. Taking the reader through the deliberate choices made when writing the poem, the author also discusses theme, setting, sound, and the importance of refrain. ‘The Philosophy of Composition’ (1846) is a perfect read for literary scholars, writers, and fans of Poe. Edgar Allan Poe (1809–1849) was an American writer, poet, editor and literary critic, best known for his gothic, macabre tales that include ‘The Fall of the House of Usher’, ‘The Tell-Tale Heart’, and ‘The Murders in the Rue Morgue’. One of America’s first short story writers, Poe is considered the inventor of detective fiction and a key figure in both horror and science fiction. His work had a profound impact on American and international literature and he was one of the first American writers to earn international recognition. His other notable works include ‘The Raven and other Poem’s’, (1845) ‘The Cask of Amontillado’, ‘The Fall of the House of Usher’, and ‘The Tell-Take Heart’. With many of his stories adapted for TV and screen, including the gothic 2014 film ‘Stonehearst Asylum’, starring Kate Beckinsale, Michael Caine, and Ben Kingsley, Poe continues to influence literature, film, and television to this day.
Keywords in Composition Studies is the first systematic inquiry into the vocabulary of writing teachers and theorists. In brief yet heavily researched essays, contributors explore the development of and interconnections among fifty-five of the most consequential words in the field. It is with these critical terms that the contemporary field of composition has been composed, and in this sense, Keywords in Composition Studies is an introduction to the principal ideas and ideals of compositionists. Yet this book is neither a dictionary nor an encyclopedia; it does not attempt to capture the established knowledge of a unified discipline through its vocabulary but rather explores the multiple layers of meaning inhabiting the words writing teachers and theorists have depended and continue to depend on most. Each essay begins with the assumption that its central term is important precisely because its meaning is open, overdetermined. The purpose of each essay is to foreground a range of meaning signified by its central term rather than to pinpoint a meaning. In this sense, Keywords in Composition Studies is a practical model for reading the texts of an expanding and unsettled field.
This series provides approachable, yet authoritative, introductions to all the major topics in linguistics. Ideal for students with little or no prior knowledge of linguistics, each book carefully explains the basics, emphasising understanding of the essential notions rather than arguing for a particular theoretical position. Understanding Semantics offers a complete introduction to linguistic semantics. The book takes a step-by-step approach, starting with the basic concepts and moving through the central questions to examine the methods and results of the science of linguistic meaning. Understanding Semantics unites the treatment of a broad scale of phenomena using data from different languages with a thorough investigation of major theoretical perspectives. It leads the reader from their intuitive knowledge of meaning to a deeper understanding of the use of scientific reasoning in the study of language as a communicative tool, of the nature of linguistic meaning, and of the scope and limitations of linguistic semantics. Ideal as a first textbook in semantics for undergraduate students of linguistics, this book is also recommended for students of literature, philosophy, psychology and cognitive science.