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Bernadette might seem like an ordinary monster, but sometimes she likes to do some very unmonsterlike things, like pick flowers. And pet kittens. And bake. When the time comes for Bernadette to go to Monster Academy, she's just a teensy bit nervous. Her classmates just don't understand her. They'd rather uproot trees than sing friendship songs. And they prefer fried snail goo to Bernadette's homemade cupcakes with sprinkles. Can Bernadette find a way to make friends at school and still be herself?
This practical handbook aims to clarify the need for and the use of transcription methodology and provides a useful, efficient guide to creating good transcripts for a variety of people using ethnographic methods. Appropriate for varying levels of expertise, it will be an essential tool for transcriptionists, ethnographers, researchers, oral historians, participant observers, and even amateurs who plan to write their family history.
A comprehensive guide to legal style and usage, with practical advice on how to write clear, jargon-free legal prose. Includes style tips as well as definitions.
The papers collected in this volume (including a comprehensive introduction) investigate semantic and discourse-related aspects of subordination and coordination, in particular the relationship between subordination/coordination at the sentence level and subordination/coordination - or hierarchical/non-hierarchical organization - at the discourse level. The contributions in part I are concerned with central theoretical questions; part II consists of corpus-based cross-linguistic studies of clause combining and discourse structure, involving at least two of the languages English, German, Dutch, French and Norwegian; part III contains papers addressing specific - predominantly semantic - topics relating to German, English or French; and the papers in part IV approach the topic of subordination, coordination and rhetorical relations from a diachronic (Old Indic and Early Germanic) perspective. The book aims to contribute to a better understanding of information packaging on the sentence and text level related, within a particular language as well as cross-linguistically.
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.
Get the discussion ball rolling with this collection of sometimes lighthearted, sometimes poignant, and always provocative discussion starters guaranteed to get teenagers talking, thinking, and debating.
This book argues convincingly against the widespread opinion that very few syntactic studies were carried out before the 1950s. Relying on the detailed analysis of a large amount of original sources, it shows that syntactic matters were in fact carefully investigated throughout both the 19th century and during the first half of the 20th century. Moreover, it illustrates how the enormous development of syntactic research in the last fifty years has already condemned even several recent ideas and analyses to oblivion, and deeply influenced current research programs. The wealth of research undertaken over the last two centuries is presented here in a systematic way, taking as its starting point the relationship of syntax with psychology throughout this period. The critical ideas expressed in the text are based on a detailed illustration of the different syntactic models and analyses rather than on the polemics between the different schools.