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Brings the study of writing to the heart of sociolinguistic inquiryThis book puts writing at the centre of sociolinguistic inquiry drawing on a range of academic fields including New Literacy Studies, semiotics, genre studies, stylistics and new rhetoric. The key question the book explores is- what do we mean by 'writing' in the 21 century?Using examples from across a range of contexts the book argues that writing, involving both old and new technologies, is a pervasive and complex communicative feature of contemporary life.The book is organised around the following areas: The multimodal nature of writing The verbal dimension to writing. Writing as everyday practice. Writing as a differentiated semiotic and social resource. Writing as the inscription of identity A range of analytic tools for analysing writing as text and practice are illustrated including genre, register, discourse and metaphor, as well as notions which emphasise the mobile potential of writing such as genre chains, networks, literacy brokers and text trajectories. This book seeks to redress the neglect of writing in the field of sociolinguistics by introducing readers to the nature and consequences of what it means to do writing in a globalised world.
Drawing on contemporary and historical examples, from clay tablets to touchscreen displays, this book is a general account of the place of writing in society. It explores the functions of writing and written language, analysing its consequences for language, society, economy and politics.
"I'm sitting here in Newfoundland, in Canada, writing a book about sociolinguistics, and you're out there somewhere, starting to read it. If you were here and could hear me talk -- especially if you were Canadian, especially if you had some training -- you could tell a lot about me. When I speak English, most people can tell I'm North American (I pronounce schedule with a [sk] sound), Canadian (I rhyme shone with gone, not bone), and probably from Quebec (I keep my socks in a bureau). And if I was wherever you are, I could probably tell a lot about your speech community and where you fit into it. The fact that we can do this is one of the things that interest sociolinguists..." It's rare to encounter a textbook that one will want to read cover to cover. But Gerard van Herk has written exactly that, introducing students to the field of sociolinguistics as the best teachers do: with excitement, humor, and deep knowledge. What is Sociolinguistics? is a tour through the major issues that define the field, such as region, status, gender, time, language attitudes, interaction, and style, while also exploring the sociolinguistics of multilingualism, culture and ethnicity, language contact, and education. The chapters contains useful and clear features including: Numerous innovative exercises and Spotlighted research, where the author introduces some key concepts discussed in foundational research and offers suggestions for reading the primary literature Further readings, glossary terms, chapter summaries, and text boxes that explore introduced concepts in greater depth for interested students The companion website offers PowerPoint slides for instructors and sample answers to questions, while providing students with further resources, including sound files and carefully curated links for further study.
Routledge English Language Introductionscover core areas of language study and are one-stop resources for students. Assuming no prior knowledge, books in the series offer an accessible overview of the subject, with activities, study questions, sample analyses, commentaries and key readings - all in the same volume. The innovative and flexible 'two-dimensional' structure is built around four sections - introduction, development, exploration and extension - which offer self-contained stages for study. Each topic can also be read across these sections, enabling the reader to build gradually on the knowledge gained. Sociolinguistics: provides a comprehensive introduction to sociolinguistics draws on a wide range of real texts, from an interview with Madonna to articles in international newspapers and classroom discourse · uses real studies designed and conducted by students provides classic readings by the key names in the discipline from Milroy and Holmes to Fairclough and Cameron. Written by an experienced teacher and author, this accessible textbook is an essential resource for all students of English Language and Linguistics.
This textbook introduces students to the ways in which techniques from corpus linguistics can be used to aid sociolinguistic research. Corpus linguistics shares with variationist sociolinguistics a quantitative approach to the study of variation or differences between populations. It may also complement qualitative traditions of enquiry such as interactional sociolinguistics.This text covers a range of different topics within sociolinguistics:*Analysing demographic variation*Comparing language use across different cultures*Examining language change over time*Studying transcripts of spoken interactions*Identifying attitudes or discourses.Written for undergraduate and postgraduate students of sociolinguistics, or corpus linguists who wish to use corpora to study social phenomena, this textbook examines how corpora can be drawn on to investigate synchronic variation, diachronic change and the construction of discourses. It refers to several classic corpus-based studies as well as the author's own research. Original analyses of a number of corpora including the British National Corpus, the Survey of English Dialects and the Brown family of corpora are complemented by a new corpus of written British English collected around 2006 for the purposes of writing the book.Techniques of analysis like concordancing, keywords and collocations are discussed, along with corpus annotation and statistical procedures such as chi-squared tests and clustering. Paul Baker takes a critical approach to using corpora in sociolinguistics, outlining the limitations of the approach as well as its advantages.
This book investigates linguistic variation as a complex continuum of language use from standard to nonstandard. In our view, these notions can only be established through mutual definition, and they cannot exist without the opposite pole. What is considered standard English changes according to the approach at hand, and the nonstandard changes accordingly. This book offers an interdisciplinary and multifaceted approach to this central theme of wide interest.The articles approach writing in nonstandard language through various disciplines and methodologies: sociolinguistics, pragmatics, historical linguistics, dialectology, corpus linguistics, and ideological and political points of view. The theories and methods from these fields are applied to material that ranges from nonliterary writing to canonized authors. Dialects, regional varieties and worldwide Englishes are also addressed.
Investigates when and how preschool children acquire the vernacular norms of the community they come from.
This book is an account of the writing systems of the world from earliest times to the present. Its aim is to explore the complex ways in which writing systems relate to the language they depict. Writing, Coulmas contends, is not only the guide or garment of spoken language, but has a deep and lasting effect on the development of language itself. His study takes in Egyptian hieroglyphics and the cuneiform system of the ancient Near East; he describes Chinese writing, discussing why an apparently cumbersome system has been used continuously for more than 3,000 years; he ranges across the writing systems of western Asia and the Middle East, the Indian families and the various alphabetic traditions which had its origins in the multifarious world of Semitic writing and came to full bloom in pre-Classical Greece.
In the context of increasingly multilingual global educational settings, this book provides a timely exploration of the phenomenon of cross-linguistic transfer of writing strategies (in particular, transfer from the foreign language to the first language) and presents a compelling case for a multilingual approach to writing pedagogy. The book presents evidence from a classroom-based intervention study conducted in a secondary school in England on cross-linguistic strategy transfer. It suggests that even beginner or low proficiency foreign language learners can develop effective skills and strategies in the foreign language classroom which can also positively influence writing in other languages, including their first language. This book ultimately encourages more joined-up, cross-curricular, cross-linguistic thinking related to language in schools by exploring the potential for collaboration between languages teachers.