Relevant bibliographies by topics / English Stories in rhyme

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English Stories in rhyme'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "English Stories in rhyme"

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Sayakhan, Najat Ismael, and Darcy H. Bradley. "A Nursery Rhymes as a Vehicle for Teaching English as a Foreign Language." Journal of University of Raparin 6, no. 1 (June 28, 2019): 44–55. http://dx.doi.org/10.26750/vol(6).no(1).paper4.

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In this paper, the authors present a rationale and offer suggestions for how nursery rhymes could be used in the EFL classroom as well as how teachers and/or teachers in training might use nursery rhymes to enhance engagement in learning English. First, the authors define nursery rhymes, give a brief history of the origins, discuss the characteristics, make a case for using nursery rhymes with EFL learners, and last, offer practical suggestions for how nursery rhymes might be used in English as a Foreign (EFL) instruction. A list of accessible nursery rhyme resources is shared at the end. There are many categories in folklore, but the ones children often like the most and adults may remember well are nursery rhymes, fairy tales, fables, myths, legends, and folksongs. Each of these genres contributes in some way to the language development of children. Nursery rhymes in particular form one of the foundations of children’s as well as adults’ literary heritage. The simple rhythm and rhyme of the language, the often predictable structure of the narratives, and the appealing characters combine to produce memorable language models for young children (Cullinan & Galda, 1998; Temple, Martinez, & Yakota, 2011). Children delight in the opportunities to chant the catchy phrases, mimic the nonsense words, and recite the lines endlessly. This pleasure in nursery rhymes translates into developing many reading, writing and oral language skills such as naturally segmenting sounds in spoken words and playing with real and nonsense words. Additionally, young children appreciate the stories and verses for their rhythm, repetition, and rhyme. Their attention is focused on the fanciful language and imaginative nonsense. They learn basic story patterns, encounter vivid plots, develop a sense of theme, and meet intriguing characters that in turn become the stepping stones for subsequent literary education (Cullinan & Galda, 1998; Bodden, 2010).
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Holcomb, Leala, and Kimberly Wolbers. "Effects of ASL Rhyme and Rhythm on Deaf Children’s Engagement Behavior and Accuracy in Recitation: Evidence from a Single Case Design." Children 7, no. 12 (November 26, 2020): 256. http://dx.doi.org/10.3390/children7120256.

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Early language acquisition is critical for lifelong success in language, literacy, and academic studies. There is much to explore about the specific techniques used to foster deaf children’s language development. The use of rhyme and rhythm in American Sign Language (ASL) remains understudied. This single-subject study compared the effects of rhyming and non-rhyming ASL stories on the engagement behavior and accuracy in recitation of five deaf children between three and six years old in an ASL/English bilingual early childhood classroom. With the application of alternating treatment design with initial baseline, it is the first experimental research of its kind on ASL rhyme and rhythm. Baseline data revealed the lack of rhyme awareness in children and informed the decision to provide intervention as a condition to examine the effects of explicit handshape rhyme awareness instruction on increasing engagement behavior and accuracy in recitation. There were four phases in this study: baseline, handshape rhyme awareness intervention, alternating treatments, and preference. Visual analysis and total mean and mean difference procedures were employed to analyze results. The findings indicate that recitation skills in young deaf children can be supported through interventions utilizing ASL rhyme and rhythm supplemented with ASL phonological awareness activities. A potential case of sign language impairment was identified in a native signer, creating a new line of inquiry in using ASL rhyme, rhythm, and phonological awareness to detect atypical language patterns.
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Susanto, Susanto, Deri Sis Nanda, and Wan Irham Ishak. "Reconstructing Teachers’ Language Intervention for Phonological Aspects in EFL Classroom." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 7, no. 2 (December 29, 2022): 383–96. http://dx.doi.org/10.24042/tadris.v7i2.12309.

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Teachers’ language intervention can play a key role in helping students in the classroom interaction to learn a foreign language. In this paper, we discuss the teacher’s language intervention for phonological aspects in the English as a Foreign Language (EFL) classroom. We used a qualitative descriptive approach with a phenomenological research design. As the data, we recorded the language exchanges between the students and their teachers at the fifth year of a Primary School (Sekolah Dasar) in Bandar Lampung, Indonesia. We categorized three types of teachers’ language intervention, i.e. focalization, correction, and solicitation. Focalization intervention is manifested by the production of a lexical element. The intervention was observed in three situations, namely when reading familiar and unfamiliar English short stories, and playing a game with cards containing English words with their respective pictures, introduced in the stories. The teachers’ language interventions were coded in relation to phonological aspects, i.e. phoneme, syllable, and rhyme. The results show that there are 159 interventions in total. The teachers’ language interventions have the number of speech turns and the duration of the interactions varied in accordance with the context of situation, the Speech-turns mostly occur in reading unfamiliar English stories either for focalization, correction, or solicitation. Thus, this study concluded that teachers intervened more often in reading time of unfamiliar English stories, used focalization more frequently in the intervention, and utilized syllables more preferably as the focus in the intervention. As the implication, variability in the frequency and nature of interventions by the teachers could be at the origin of the differences observed in the performance of students.
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Li, Li. "Translating children’s stories from Chinese to English." Babel. Revue internationale de la traduction / International Journal of Translation 63, no. 4 (November 20, 2017): 506–22. http://dx.doi.org/10.1075/babel.63.4.03li.

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Translation, according to the German functional approach to Translation Studies, is a purpose-driven interaction that involves many players. Translating children’s stories is no exception. Using her personal experience of translating Mr. Wolf’s Hotline, a book comprising 47 Chinese children’s stories by Wang Yizhen, a contemporary Chinese writer , in light of the Skopos and text-type theories of functional approach in particular, the author has outlined the strategies and methods adopted in her translations in terms of language, structure and culture. With child readers in mind during the translation process, the translator has used rhetorical devices, onomatopoeic words, modal particles, and also changed some of the sentence structures of the stories, such as from indirect sentences into direct quotations, and from declarative sentences into questions. In terms of culture, three aspects, namely, the culture-loaded images, the names of the characters and nursery rhymes are singled out for detailed analyses. Though marginalized, ‘children’s literature is more complex than it seems, even more complex’ (Hunt 2010: 1), and translation of children’s literature is definitely challenging. This paper outlines the strategies and methods the author has adopted in translating some children's stories from Chinese to English.
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Crow, Andrea. "The Parson’s Country House Poem." Christianity & Literature 68, no. 3 (February 4, 2019): 388–407. http://dx.doi.org/10.1177/0148333119827676.

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This article demonstrates how early modern English poet-priest Robert Herrick uses verse form to examine tensions arising from food scarcity. I uncover Herrick’s creation of the “parsonage poem,” a subcategory of the country house poem through which he examines the impossible demands parsons faced in times of dearth. Living on agricultural tithes yet expected to redistribute food to feed their parishes, parsons struggled to measure resources and restrict consumption to make insufficient stores stretch further. Through careful manipulations of meter, rhyme, syntax, and syllable, Herrick articulates the unsustainability of the parson’s position and explores its relationship to declining rural communities.
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Trentinné Benkő, Éva, Valéria Árva, Núria Medina-Casanovas, and Mireia Canals-Botines. "English Language Children’s Literature as a Springboard for Teacher-Researcher International Collaboration." Gyermeknevelés 9, no. 1 (April 19, 2021): 39–56. http://dx.doi.org/10.31074/gyntf.2021.1.39.56.

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This article discusses various forms of collaboration in terms of research, teaching and innovation conducted in the field of children’s literature by four lecturers from the University of Vic-Central University of Catalonia (Uvic-UCC), Catalonia (Spain) and Faculty of Primary and Preschool Education, Eötvös Loránd University (ELTE TÓK), Budapest (Hungary). The research project that focused on the use of stories, songs and rhymes in the early English language education provided at a number of primary and preschools in Catalonia and Hungary forms the centrepiece of this joint study. The present article is an account of the follow-up research that completed the project.
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Heffernan, Thomas J. "The Authorship of the ‘Northern Homily Cycle’: The Liturgical Affiliation of the Sunday Gospel Pericopes as a Test." Traditio 41 (1985): 289–309. http://dx.doi.org/10.1017/s0362152900006929.

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In the north of England, as the thirteenth century was drawing to a close, an enterprising and pastorally zealous cleric was engaged in the composition of the most extensive preaching codex in the English language since Aelfric's Catholic Homilies. The text now known as the Northern Homily Cycle (hereafter NHC) was left untitled by an anonymous author who wrote in his native dialect and was well versed in the lore of the north country. He used a rhymed octosyllabic line throughout. His plan encompassed a free rendering of the Gospel pericope for the particular Sunday (the homilies are chiefly dominical), a complementary exegesis drawn from the Fathers, and an exemplum, reflecting a shrewd sense of his audience and the fashion of the time. In these exempla he revealed a catholic taste by selecting stories of saints and monks, stories from antiquity and the east, pieces of local Northumbrian folklore, legends of the Virgin, accounts of miraculous beasts, risqu6 fables, and child-like pious tales.
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Budzyńska, Paula. "How authentic is language included in English and German language textbooks for primary education in Poland? A case study." Glottodidactica. An International Journal of Applied Linguistics 45, no. 1 (September 10, 2018): 27–40. http://dx.doi.org/10.14746/gl.2018.45.1.02.

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This study aims at investigating the authenticity of vocabulary and grammar structures included in two selected English language textbooks (hereafter ELTs) and two German language textbooks (hereafter GLTs) for the first stage of education in Poland. In order to achieve the assumed objective, the author examined literary materials, that is, songs, rhymes, or short stories, included in selected ELTs and GLTs in accordance with the principles of the corpus stylistics method developed, for example, by Semino & Short (2004), Mahlberg (2014), or McIntyre (2015). With the support of BYU-BNC and DWDS corpora, the performed analysis indicated, for instance, that in the case of both types of textbooks studied, the number of authentic words that children are to learn seems to be rather insufficient. The outcomes of the study enable suggesting certain modifications targeted at the increase of the authenticity of language that the analysed textbooks include.
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Scott, Clive. "French and English Rhymes Compared." Empirical Studies of the Arts 10, no. 2 (July 1992): 121–56. http://dx.doi.org/10.2190/ufek-yh99-erm5-7jab.

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The richness and complexity of rhyme has to a great extent been ignored. This article first examines the structural role of rhymes within metrics, illuminating its contrasted role in French and English verse. Linguistic differences and their consequences for the exploitation of various rhyme schemes in French and English are also examined—for example through a discussion of the role of rhyme in French classical drama as compared to English Restoration drama. The semantic and pragmatic consequences of rhyme are also addressed, with special emphasis on the comparative anatomy of rhyme words (morphemes, suffixes, endings) and the changed significance of rhyme with the advent of free verse.
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Dollerup, Cay. "Translation for Reading Aloud." Meta 48, no. 1-2 (September 24, 2003): 81–103. http://dx.doi.org/10.7202/006959ar.

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Abstract The article takes a look at the translation of children’s literature intended for reading aloud. The pragmatic (or theoretical) point of departure is a ‘narrative contract’ between the child (audience) and the reader as in the oral tradition of yesteryear. It is therefore argued that, at least initially, children’s literature for reading aloud was a continuation of the narrative tradition in the extended family adapted to the conditions and mores of the nuclear family. The nuclear family was a 19th century innovation promoted by the new middle classes, and they best carried on the narrative tradition by means of stories such as those of the brothers Grimm in Germany and Hans Christian Andersen in Denmark. Referring to an informal questionnaire among Translation Studies scholars covering eleven countries, it is concluded that the tradition of reading aloud for children is alive and well. This leads to a model for the translational situation for read-aloud literature that calls for guiding principles in the exploration of differences between ‘originals’ and ‘translations.’ Having introduced such layers, viz. the structural, the linguistic, the content and intentional ones, a paratextual and chronological layer are also called for, because of the ubiquity of modern co-prints and the need to introduce diachronic perspectives. The article discusses decision-makers in the process of translation, such as publishers and the like, and also briefly views questions of translational traditions before it discusses translations of the Grimm Tales into English and Danish, to conclude that there are two different schools of ‘respectable translators,’ one targeting stories for reading aloud and another for silent reading, even though the translators may not be aware of this. The final part takes up questions concerning the translation of names, rhymes, and a highly complex text which is discussed in depth. The conclusion is that translation for reading aloud is an art requiring great competence of translators. It also ought to attract more attention from Translation Studies scholars because it questions fundamentals in translation work that are also found in other types of translation. Readers should read aloud the passages cited in order to appreciate the commentary!
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Dissertations / Theses on the topic "English Stories in rhyme"

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Rijal, Sagar. "THE SYMPTOMS : STORIES." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1218083641.

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Ward, Jason Mark. "Other stories : the forgotten film adaptations of D.H. Lawrence's short stories." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14213/.

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This thesis focuses on the critically neglected short film adaptations of Lawrence’s short stories. Building on recent advances in adaptation studies, it looks beyond ideas of fidelity to emphasise how each film adaptation functions as a creative response to a written text (or texts), foregrounding the significance of the fluid text, transtextuality, genre and the role of the reader. The films analysed in the thesis represent a body of work ranging from the very first Lawrence adaptation to the most recent digital version. The three case-study chapters draw attention to the fluidity of textual and visual sources, the significance of generic conventions and space in adaptation, the generic potentialities latent within Lawrence’s short stories, and the genetic nature of adaptation and genre (which combines replication with variation). By considering Lawrence’s short stories through the lens of these rare short films, the thesis provides a fresh, forward-looking approach to Lawrence studies which engages with current adaptation theory in order to reflect on the evolving critical reception of the author’s work.
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Ham, Linda. "Reason in the rhyme: The translation of sound and rhythm in children's books." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27850.

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Because child readers are still in the process of fully acquiring their language, children's books and their translations are closely linked to orality and the oral culture. Strong sound, rhyme and rhythm, which are habitual features of children's literature, also figure as important agents in the acquisition of language. Therefore, these linguistic principles might indicate a pedagogical skopos in the translation of children's literature, that of aiding in child language acquisition. Theory on sound translation and commentaries from translators of children's literature provide arguments for the importance of retaining sound and rhythm in translation. Analyses of three French-Canadian children's books translated into English provide practical observations of how sound and rhythm are translated in actual texts.
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Blanks, James. "Traps: Stories and a One-Act Play." The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-05052008-150953/.

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Sharon, Lisa Julin. "Rare Bird and Other Stories." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1260291638.

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鈴木, 克彦, and Katsuhiko Suzuki. "Teacher's English Storytelling : Stories and skills to tell." 名古屋大学教育学部附属中学校 : 名古屋大学教育学部附属高等学校, 2000. http://hdl.handle.net/2237/5118.

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Roughton, Dean Morris. "Blackwater a collection of stories /." NCSU, 2000. http://www.lib.ncsu.edu/theses/available/etd-20000406-105121.

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AbstractRoughton, Dean Morris. Blackwater: A Collection of Stories. (Under the direction of Angela Davis-Gardner.)The stories in this collection all either take place in or deal with characters from Blackwater, a fictional town in eastern North Carolina. Blackwater is not meant to represent any real town, but is more an amalgamation of the small towns that exist in the region. Eastern North Carolina serves as a point of convergence for various waters, salt and fresh, alkaline and acidic. The term blackwater refers to a specific kind of water often found in the slow moving rivers of the region and named for its dark color which is, as described on a plaque at the entrance of a river boardwalk/nature trail in an eastern NC town, "the result of a continuous process by which bacteria and fungi in the wetland soil break down plant material." The visitor will often comment upon perceiving a foul odor rising from this highly acidic water, a byproduct of the dense nutrients in suspension. Despite the displeasing smell, these waters are home to an abundance of wildlife, fish and aquatic animals, which would not thrive so readily in different waters but which do manage to survive and even do reasonably well at the points of converging waters where a mixture of elements is achieved.I find blackwater an apt metaphor for the culture in the region and, so, have named my fictional town accordingly. Life in eastern North Carolina, comparatively speaking, is often slower on the surface than in more metropolitan areas. However, there is a rich undercurrent of events, which often are avoided in conversation.The stories in this collection, for the most part, are not given to monumental action, but instead focus on what lies beneath the surface. In addition, several of the stories investigate the way characters develop from or respond to a convergence of waters. It is my purpose in writing these stories neither to condemn nor uphold life as it exists in Blackwater; nor is it my purpose to condemn or uphold life as it exists in the waters that converge. I write in the hope that the reader will recognize that, though the breadth of towns like Blackwater is less than that of other areas, the depth is not lacking.

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Brislin, Claire. ""His Strokes Rhyme Couplets Now" the "Prismatic light" of impressionist poetry in Walcott's Tiepolo's Hound /." Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/987.

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Whitely, Sullivan Jane. "Love Languages and Other Stories." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1304.

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Love Languages and Other Stories is a collection of three short stories all pertaining, in someway, to love (or lack thereof). "This is What a Feminist Look Like," "Sink," and "Love Languages" are the three stories that make up this Scripps senior thesis.
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Stewart, Clare. "Fighting spirit : Victorian women's ghost stories." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/1610/.

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Books on the topic "English Stories in rhyme"

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ill, Turnbaugh Paul, ed. Bible stories in rhyme. Chicago: Moody Press, 1986.

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ill, Goffe Toni, ed. The rhyme Bible. Sisters, Or: Gold 'n' Honey Books, 1996.

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Bowman, Crystal. My read and rhyme Bible storybook. Carol Stream, Ill: Tyndale House Publishers, 2009.

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Sattgast, L. J. The rhyme Bible for toddlers. Sisters, Or: Gold'n'Honey Books, 1998.

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illustrator, Cleyet-Merle Laurence, ed. The rhyme Bible storybook for toddlers. Grand Rapids, Michigan: Zonderkidz, 2014.

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ill, Goffe Toni, ed. The rhyme Bible storybook for toddlers. Sisters, OR: Gold 'n'Honey, 1999.

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Stories & rhymes. England: Brown Watson, 2007.

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ill, Hochstatter Daniel J., ed. The first woman: Bible stories in rhythm and rhyme. Wheaton, IL: Educational Pub. Concepts, 1992.

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ill, Young Selina, ed. A year full of stories: 366 days of story and rhyme. New York: Doubleday Book for Young Readers, 1997.

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illustrator, Padrón Alicia, Asanelli Victoria cover illustrator, Matsuoka Mei cover illustrator, Parragon Books Ltd, and Parragon Inc, eds. 365 animal stories and rhymes. Bath: Parragon Books Ltd., 2015.

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Book chapters on the topic "English Stories in rhyme"

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Rothman, David J., and Susan Delaney Spear. "Rhyme Royal." In Learning the Secrets of English Verse, 219–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-53096-9_13.

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Gill, Richard. "Sound, rhyme and form." In Mastering English Literature, 59–82. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13596-7_4.

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Hanson, Kristin. "Vowel variation in English rhyme." In Studies in the History of the English Language, 207–30. Berlin, New York: Mouton de Gruyter, 2002. http://dx.doi.org/10.1515/9783110197143.2.207.

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Handley, G., and P. Wilkins. "Short stories." In English coursework, 64–67. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-13026-9_11.

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Penhallurick, Rob. "Telling Stories." In Studying the English Language, 168–83. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-03621-6_11.

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Minkova, Donka. "Of Rhyme and reason." In Papers from the 4th International Conference on English Historical Linguistics, Amsterdam, April 10–13, 1985, 163. Amsterdam: John Benjamins Publishing Company, 1985. http://dx.doi.org/10.1075/cilt.41.14min.

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Handley, G., and P. Wilkins. "Studying the short stories of one author." In English coursework, 68–74. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-13026-9_12.

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Baldwin, Anna. "Religious and Moral Stories." In An Introduction to Medieval English Literature, 154–97. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-59582-9_7.

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Wårvik, Brita. "Teaching by stories: Ælfric's instructive narratives." In Instructional Writing in English, 13–34. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/pbns.189.05war.

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Macpherson, Ben. "The English Musical in Many Stories." In Cultural Identity in British Musical Theatre, 1890–1939, 209–14. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59807-3_8.

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Conference papers on the topic "English Stories in rhyme"

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Yadav, Dinesh Kumar. "ENHANCING ENGLISH LANGUAGE SKILLS INTEGRATIVELY THROUGH SHORT STORIES." In INTCESS 2023- 10th International Conference on Education & Education of Social Sciences. International Organization Center of Academic Research, 2023. http://dx.doi.org/10.51508/intcess.202307.

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Budiman, Muhammad Arief, and Mei Fita Asri Untari. "Short Stories on Comparison Literature." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.12.

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Бахмудова, Анжелика Шамиловна, and Асият Магомедрасуловна Бахмудкадиева. "PHONETIC MEANS OF ATTRACTING ATTENTION IN ADVERTISING SLOGANS (IN ENGLISH, RUSSIAN AND ARABIC ADVERTISING TEXTS)." In Поколение будущего: сборник избранных статей Международной студенческой научной конференции (Санкт-Петербург, Май 2020). Crossref, 2020. http://dx.doi.org/10.37539/pb185.2020.44.85.002.

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В данной статье рассматриваются различные способы привлечения внимания посредством рекламных текстов. Осуществляется сравнительный анализ фонетических средств в слоганах английской, арабской и русской рекламы, и выделяются наиболее эффективные из них. Основное внимание в работе уделяются таким фонетическим средствам как: аллитерация, ассонанс, рифма и ономатопея. This article discusses various ways to attract attention through advertising texts. A comparative analysis of phonetic means in the slogans of English, Arabic and Russian advertising is carried out, and the most effective of them are highlighted. The main attention in the work is paid to such phonetic means as: alliteration, assonance, rhyme and onomatopoeia.
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Syed, Mehtab Alam, Arif Ur Rahman, and Muzammil Khan. "Quantifying the Use of English Words in Urdu News-Stories." In 2019 International Conference on Asian Language Processing (IALP). IEEE, 2019. http://dx.doi.org/10.1109/ialp48816.2019.9037734.

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Stamatis, Kristina. "Seeking Stories: Through-Lining in Ninth-Grade English Language Arts." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893862.

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Dania, Rahma. "Using Online Short Stories to Promote Students’ Reading Habit." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.025.

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Agrawal, Richa, and Ravi Poovaiah. "CoSpeak: Peer Feedback on Voice Stories to Inform Learning Spoken English." In CSCW '21: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3462204.3481750.

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Filippova, E. A. "STRUCTURE OF THE COLLECTION OF STORIES «CHEMODAN» («THE SUITCASE») IN ENGLISH TRANSLATION." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. Publishing House of Tomsk State University, 2020. http://dx.doi.org/10.17223/978-5-94621-901-3-2020-86.

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Kusumajanti, Wahju, Ovi Winda Vristian, and Zulidyana Dwi Rusnalasari. "A Changing of Masculinity Hegemony of the Beast Character in “Beauty and the Beast” Stories." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.015.

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Амирова, Луиза Захаровна, and Тамилла Ибрагимовна Рагимханова. "FRENCH BORROWINGS IN MODERN ENGLISH LANGUAGE." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Июнь 2021). Crossref, 2021. http://dx.doi.org/10.37539/srp297.2021.34.22.003.

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Данная статья посвящена актуальной проблеме определения и использования французских заимствований в произведениях англоязычных писателей. В статье приводится обзор видов французских заимствований. Рассматриваются особенности использования французских заимствований на примере коротких рассказов О. Генри и Грэма Грина. This article is devoted to the actual problem of the definition and usage of French borrowings in the works of English-speaking writers. The article provides an overview of the types of French borrowings. The features of the use of French borrowings are considered on the example of short stories by O. Henry and Graham Green.
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Reports on the topic "English Stories in rhyme"

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Adhikari, P. Folk Gods, Stories from Kailash, Tise, and Kang Rinpoche (English-Hindi). Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.664.

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Adhikari, P. Folk Gods, Stories from Kailash, Tise, and Kang Rinpoche (English-Nepali). Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.665.

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Adhikari, P. Folk Gods, Stories from Kailash, Tise, and Kang Rinpoche (English-Tibetan). Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.666.

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Adhikari, P. Folk Gods, Stories from Kailash, Tise, and Kang Rinpoche (English-Chinese). Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.663.

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Adhikari, P. Folk Gods, Stories from Kailash, Tise, and Kang Rinpoche (English-Hindi). Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.664.

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Adhikari, P. Folk Gods, Stories from Kailash, Tise, and Kang Rinpoche (English-Nepali). Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.665.

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Adhikari, P. Folk Gods, Stories from Kailash, Tise, and Kang Rinpoche (English-Tibetan). Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.666.

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Adhikari, P. Folk Gods, Stories from Kailash, Tise, and Kang Rinpoche (English-Chinese). Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.663.

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Hartoto, Annisa Sabrina, and Ken M. P. Setiawan. Membuka Jalan untuk Pembangunan Inklusif Gender di Daerah Perdesaan Indonesia: Bunga Rampai Kajian Aksi Kolektif Perempuan dan Pengaruhnya pada Pelaksanaan Undang-Undang Desa [Forging Pathways for Gender-inclusive Development in Rural Indonesia: Case Studies of Women’s Collective Action and Influence on Village Law Implementation]. Edited by Amalinda Savirani and Rachael Diprose. University of Melbourne with Universitas Gadjah Mada and MAMPU, 2020. http://dx.doi.org/10.46580/124328.

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An edited volume (180K) of 12 analysis case studies (what we call stories of change - SOCs but these are village/region stories not individual stories). The case studies draw on multiple sources of data. These were originally written in Bahasa Indonesia, with abstracts in both English and Bahasa Indonesia. The volume also has an introductory analysis article that has its own analysis and illustrates core points from the case studies – separate and citable (see below). Case studies are organised by the five sectoral themes of the work covered by CSOs (e.g. supporting migrant workers, targeting reproductive health and nutrition, targeting social protection, targeting reductions in domestic and other gender-based violence, and support for informal sector workers who work at home).
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Hartoto, Annisa Sabrina, and Ken M. P. Setiawan. Membuka Jalan untuk Pembangunan Inklusif Gender di Daerah Perdesaan Indonesia: Bunga Rampai Kajian Aksi Kolektif Perempuan dan Pengaruhnya pada Pelaksanaan Undang-Undang Desa [Forging Pathways for Gender-inclusive Development in Rural Indonesia: Case Studies of Women’s Collective Action and Influence on Village Law Implementation]. Edited by Amalinda Savirani and Rachael Diprose. University of Melbourne with Universitas Gadjah Mada and MAMPU, 2020. http://dx.doi.org/10.46580/124328.

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Abstract:
An edited volume (180K) of 12 analysis case studies (what we call stories of change - SOCs but these are village/region stories not individual stories). The case studies draw on multiple sources of data. These were originally written in Bahasa Indonesia, with abstracts in both English and Bahasa Indonesia. The volume also has an introductory analysis article that has its own analysis and illustrates core points from the case studies – separate and citable (see below). Case studies are organised by the five sectoral themes of the work covered by CSOs (e.g. supporting migrant workers, targeting reproductive health and nutrition, targeting social protection, targeting reductions in domestic and other gender-based violence, and support for informal sector workers who work at home).
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