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Books on the topic 'Reported English use'

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Published: 4 June 2021
Last updated: 5 February 2022

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1

Kathleen, McMillan, ed. Just write: An easy-to-use guide to writing at university. London: Routledge, 2007.

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2

W, Wood Merle, ed. Grammar and writing for job and personal use. Cincinnati, Ohio: South-Western Pub. Co., 1992.

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3

Writing power: Language use social and personal writing, academic writing, vocabulary building. White Plains, NY: Pearson Education, 2012.

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4

Really writing: Ready-to-use writing process activities for the elementary grades. 2nd ed. San Francisco, Calif: Jossey-Bass, 2006.

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5

Sunflower, Cherlyn. Really writing!: Ready-to-use writing process activities for the elementary grades. West Nyack, N.Y: Center for Applied Research in Education, 1994.

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6

Ready-to-use writing workshop activities kits. West Nyack, N.Y: Center for Applied Research in Education, 1985.

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7

Behrman, Carol H. Hooked on writing!: Ready-to-use writing process activities for grades 4-8. West Nyack, N.Y: Center for Applied Research in Education, 1990.

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8

Roskelly, Hephzibah. Everyday use: Rhetoric at work in reading and writing. 2nd ed. New York: Pearson Longman, 2009.

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9

Roskelly, Hephzibah. Everyday use: Rhetoric at work in reading and writing. 2nd ed. New York: Pearson Longman, 2009.

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10

Roskelly, Hephzibah. Everyday use: Rhetoric at work in reading and writing. New York: Pearson/Longman, 2005.

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11

Cooper, Charles Raymond. A guide for evaluating student writing: For use with the St. Martin's guide. New York: St. Martin's, 1991.

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12

Writing resource activities kit: Ready-to-use worksheets and enrichment lessons for grades 4-9. West Nyack, N.Y: Center for Applied Research in Education, 1989.

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13

The social uses of writing: Politics and pedagogy. Norwood, N.J: Ablex, 1990.

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14

Bannister, Linda. Writing apprehension and anti-writing: A naturalistic study of composing strategies used by college freshmen. San Francisco: Mellen Research University Press, 1992.

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15

Living in the USA: Cultural contexts for reading and writing. Boston: Allyn and Bacon, 1994.

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16

Conversations of the mind: The uses of journal writing for second-language learners. Mahwah, N.J: Lawrence Erlbaum, 1998.

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17

Baker, John. Baker and Milsom Sources of English Legal History. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198847809.001.0001.

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This book contains selected cases, statutes, and a few other texts, relating to the history of English private law between 1194 and 1750. (Cases after 1750 are mostly available in the English Reports.) It may be used as a companion to the textbooks written by the compilers, but the purpose is different from that of a textbook. The original materials are here allowed to speak for themselves, without commentary. Most of them are reports of cases, which show how the common law evolved through argument. The losing arguments help to explain those which prevailed, and it is often instructive to know what was not argued. Most of the reports were written in law French, but they are here given in English translation, corrected or augmented from manuscripts, together with notes from the enrolled Latin records. Much of this material is not available in English translation elsewhere. The second impression (2019) contains corrections and additions.
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18

Córdoba, Eulices, Esteban Mayorga, Licenia Perea, Carolina Bedoya, Angie Ramírez, Feder Trujillo, Karen Silva, Carlos Alvarado, and Nelson Narváez. Enhancing meaningful teaching and learning process through conducting re- search. SEDUNAC, 2020. http://dx.doi.org/10.35997/libro2020enhanmeanteachlearn.

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This paper reports a study that was conducted to develop language skills (listening, reading, writing and speaking) through implementing Integrated Tasks in English as a Foreign language teaching Context. The participants were 10 learners who were taking different English courses (First, second, third, fourth and fifth semester respectively), their English levels range from A1 to B1 and come from rural and urban areas all over Colombia. The study was conducted under the methodology of a mix-method and data were collected through interviews, online surveys and students’ reports of their results in the integrated tasks. The results suggest that Integrated tasks (meaningful assignments that combine the four language skills) seem to be a meaningful way to help learners develop their receptive and productive abilities. The participants highlighted the use of this methodology as a way to boost classroom autonomy, participation and providing them with rich practice to empower their capabilities in the English education process. In summary, Integrated Tasks served to shape the routine of the e-classroom and open discussion, decision-making and refer to the real-unreal daily life situations.
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19

Barr, Ebest Sally, ed. Writing from A to Z: The easy-to-use reference handbook. 3rd ed. Mountain View, Calif: Mayfield Pub., 1999.

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20

Writing From A to Z: The Easy-to-Use Reference Handbook. 3rd ed. McGraw-Hill Humanities/Social Sciences/Langua, 1999.

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21

Reagan, Sally Barr, and Gerald J. Alred. Writing from A to Z: The Easy-To-Use Reference Handbook. Mayfield Publishing Company, 1994.

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22

Alred, Gerald J., Walter E. Oliu, and Charles T. Brusaw. Writing from A to Z: The Easy-To-Use Reference Handbook. 2nd ed. Mayfield Pub Co, 1997.

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23

Barr, Ebest Sally, ed. Writing from A to Z: The easy-to-use reference handbook. 2nd ed. Mountain View, Calif: Mayfield Pub. Co., 1997.

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24

Barr, Ebest Sally, ed. Writing from A to Z: The easy-to-use reference handbook. Mountain View, Calif: Mayfield Pub. Co., 1994.

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25

Barr, Ebest Sally, ed. Writing from A to Z: The easy-to-use reference handbook. 5th ed. Boston: McGraw-Hill, 2005.

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26

Barr, Ebest Sally, ed. Writing from A to Z: The easy-to-use reference handbook. 4th ed. Boston: McGraw-Hill, 2003.

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27

Lenz, Hans Peter, ed. 37. Internationales Wiener Motorensymposium 28. – 29. April 2016. VDI Verlag, 2016. http://dx.doi.org/10.51202/9783186799128.

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Dieser zweibändige Bericht macht die Vorträge des 37. Internationalen Wiener Motorensympo­siums (28./29. April 2016) einer breiten Öffentlichkeit zugänglich. Ziel der Wiener Motorensymposien ist es, Themen von besonderer Aktualität auf dem Gebiet des Verbrennungsmotors zu behandeln. Das Werk befasst sich u. a. mit den oben angeführten Themen. Der beiliegende USB-Stick enthält die Vorträge sowohl in der Originalversion als auch auf Englisch. Herausgeber: Univ.-Prof. Dr. techn. Dipl.-Ing. H. P. Lenz, Vorsitzender des Österreichischen Vereins für Kraftfahrzeugtechnik (ÖVK), Wien. This two-volume report makes the presentations of the 37th International Vienna Motor Symposium (April 28-29, 2016) available to a wider audience. The objective of the Vienna Motor Symposia is to examine current topics of particular interest. Among others, the work examines the above mentioned topics. Included is a USB flash drive containing the presentations in their original form and in English tr...
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28

Jolliffe, David A., and Hephzibah C. Roskelly. Everyday Use (2nd Edition). 2nd ed. Longman, 2008.

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29

Points of Departure: Rethinking Student Source Use and Writing Studies Research Methods. Utah State University Press, 2018.

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30

Signs of Life in the USA: Readings on Popular Culture for Writers. Bedford/Saint Martin's, 2015.

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31

Brand, Paul. The Beginnings of the English Common Law (To 1350). Edited by Heikki Pihlajamäki, Markus D. Dubber, and Mark Godfrey. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198785521.013.20.

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In the last quarter of the twelfth century a new type of royal court was created in England with courts possessing nationwide jurisdiction, whose justices required specific authorization to hear individual cases and who began regularly to use jury verdicts for fact-finding. From the first the justices of these new courts kept written records and from the last quarter of the thirteenth century these are supplemented by unofficial law reports made by those listening to what was done in court. Initially these courts were concerned mainly with serious crime and property rights over land but they also came to exercise jurisdiction over disputes about the mutual obligations of lords and tenants and helped to control various forms of coercion and self-help. These new courts created the English common law and well before 1350 this had also spread (to a greater or lesser extent) outside England to Ireland, Wales, and Scotland.
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32

Sunflower, Cherlyn. Really Writing!: Ready-to-Use Writing Process Activities for the Elementary Grades. Jossey-Bass, 2000.

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33

Sunflower, Cherlyn. Really Writing!: Ready-To-Use Writing Process Activities for the Elementary Grades. 2nd ed. Jossey-Bass, 2005.

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34

Solomon, Jack, Sonia Maasik, and Bedford/St Martin's. Signs of Life in the USA and LaunchPad Solo for Readers and Writers. Bedford/St. Martin's, 2017.

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35

Signs of Life in the USA. Bedford/St Martins, 1994.

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36

Everyday Use: Rhetoric at Work in Reading and Writing. Not Avail, 2005.

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37

Jolliffe, David A., and Hephzibah C. Roskelly. Everyday Use: Rhetoric at Work in Reading and Writing. Longman, 2004.

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38

Bross, Kristina. “Would India had beene never knowne”. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190665135.003.0006.

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This chapter analyzes two representations of women based on the print record of a 1623 incident in which English traders were tortured and killed by their Dutch rivals on the island of Amboyna in the East Indies. William Sanderson imagined the reaction of one “Amboyna widow” in a pair of publications in the 1650s, and John Dryden created characters for his 1673 play Amboyna based on reports published years earlier. If we consider these works as early modern examples of historical fiction we can see that the writers construct the role of colonial women in the seventeenth-century English imagination as a symbol of the righteousness of English imperial actions and colonizing claims. Taken together, the “wives’ tales” of this chapter suggest that the reach of the East India Companies—both English and Dutch—and of their governments into people’s lives was powerful. Yet the stories of these women suggested by their traces in the archives indicate the limits of that power and the limits of the archival function to control the stories of marginalized people. Dryden’s play in particular points readers back to the archives and suggests what they tell us (or fail to tell us) about the subjects of the English global fantasies inscribed in the literature and other print records of the seventeenth century. The coda pieces together contextual and archival material to speculate on the experiences of a woman, held as a slave by the Dutch, who was intimately connected to the Amboyna incident.
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39

Bross, Kristina. “These Shall Come from Far”. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190665135.003.0004.

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Chapter 3 analyzes English claims to a central role in a global network of indigenous and English people connected by faith around the world, claims made manifest in Of the Conversion of Five Thousand Nine Hundred Indians on the Island of Formosa, a 1650 publication by Baptist minister Henry Jessey, printed by radical bookseller Hannah Allen. It reports on Dutch missions in Taiwan, comparing them with evangelism efforts in New England. The coda considers the experiences of an Algonquian woman who is unnamed in Jessey’s tract but is identified as a basket maker, speculating on the meaning she may have encoded in her basket designs. Though we cannot “read” them directly, the fact that she made them, coupled with the provocative arguments offered by recent scholars about Native material culture in the colonial period, enables us to reconsider the print archive in which she appears.
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40

Signs of Life in the USA: Readings on Pop Culture for Writers. Bedford/St. Martin's, 2020.

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41

Signs of Life in the USA: Readings on Popular Culture for Writers. 5th ed. Bedford/St. Martin's, 2006.

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42

Brown, Samuel Morris. Joseph Smith's Translation. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190054236.001.0001.

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Among many remarkable claims, Mormon founder Joseph Smith reported that he had translated ancient scriptures. He dictated the Book of Mormon, an American Bible from metal plates associated with Native antiquity; directly rewrote the King James Bible; and produced a scripture, derived from Egyptian funerary papyri, that he called the Book of Abraham. Smith and his followers used the term “translation” to describe the genesis of these English texts, which remain canonical for the Church of Jesus Christ of Latter-day Saints. Most commenters see these scriptures as merely linguistic objects; the central and controversial question has been whether Smith’s English texts are literal translations of extant source documents. On closer inspection, though, his translations are far more metaphysical than linguistic. These translations express a nonordinary power of language to connect people across barriers of space and time. Within these metaphysical scriptures, Smith expounded a theology of human deification that he also termed “translation.” This one word thus referred to a scripture capable of mediating between the living and the dead and to the transformation of humans into divine beings. Joseph Smith’s projects of metaphysical translation place Mormonism at a productive edge of tense transitions later associated with secular modernity, a modernity challenged by the very existence of the Latter-day Saints. Smith’s translations and the theology that supported them illuminate the power and vulnerability of his critique of American culture in transition as they set the stage for two more centuries of cultural change.
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43

Lane, Christel. From Taverns to Gastropubs. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198826187.001.0001.

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This book charts the social historical development of the English public house from the period of the Restoration to the twenty-first century, culminating in the contemporary gastropub. Continuities and differences between taverns, inns, and (gastro)pubs are highlighted, with a focus on issues around food, drink, and sociality. The analysis of food and eating out encompasses their material, as well as their symbolic properties, both historically and at the present time. One recurring theme is the constant contest between English and French cuisine for diners’ allegiance. The book studies the gastropub in the context of large-scale pub closing since the 1990s and views it both as reaction to the end of the traditional drinking pub and as a promising alternative to it. The subordinate relation of the pub to both breweries/pub companies and to the regulatory and taxing state is presented as contributory to pubs’ decline. The book uses the theoretical lenses of class, gender, and national identification to explore issues of social and organizational identity. The gastropub’s organizational identity is viewed as unsettled. The author relies on historical diaries, memoirs, industry reports, and scholarly secondary sources, as well as utilizing original data, gained in forty in-depth interviews of publicans in different parts of England.
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44

Rodrigo, Olivares-Caminal, Kornberg Alan, Paterson Sarah, Douglas John, Guynn Randall, and Singh Dalvinder. Debt Restructuring. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198725244.001.0001.

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The US and English models for financial restructurings of companies in financial difficulties are fundamentally different. The first edition of this book was written in the wave of restructurings precipitated by the credit crisis which brought into the spotlight arguments that the principles behind the US chapter 11 regime ought to be imported into a UK statutory scheme. Since then, the American Bankruptcy Institute Commission to Study Reform of Chapter 11 has reported, and the European Commission has issued a recommendation on a new approach to business failure and insolvency. Creditors increasingly have security over the debtor’s assets in the US, whilst the very nature of the finance market is changing in the UK. Across much of Europe reform of restructuring procedures is underway or under consideration. This edition is written against a backdrop of reflection and revision, and the corporate chapters seek to contribute three things. First, they seek to identify a coherent body of UK restructuring law from the disparate sources which provide it. Secondly, they provide a comparative functional account of restructuring law in the US and the UK so that each jurisdiction can learn from the other with a view to the development of an effective debt restructuring regime. Finally, they consider the different normative concerns and assumptions of fact which have contributed to the development of law in both jurisdictions, the extent to which these require reconsideration in today’s finance markets, and the implications for restructuring law and practice in the twenty-first century.
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45

Bush, Ruth. Publishing Africa in French. Liverpool University Press, 2016. http://dx.doi.org/10.5949/liverpool/9781781381953.001.0001.

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Publishing Africa in French provides a critical analysis of the global dynamics and cultural and publishing history of French and African literature. It focuses on French readership and the French literary-political sphere, and engages with issues of authorial authenticity, literary value, and author autonomy. The study is built on careful documentations of the pre- and post-publication process, and explores the relentless interweaving of ideas expressed in literary form, their institutional contexts and underlying human relationships, and asks: Who writes about Africa and who is Africa written for? The book is split into two sections, ‘Institutions’ and ‘Mediations’. The first part of the book, ‘Institutions’, situates three institutions of particular significance, the publishing houses of Le Seuil and Présence Africaine, and the Association nationale des écrivains de la mer et de l’outre-mer. ‘Mediations’, the second section of the book, concludes with a consideration on how institutional structures work into or against the literary texture of selected publications, and examines readers’ reports and editorial revision; the use of pseudonyms; the development of named collections and the process of literary translation from English. Publishing Africa in French aims to bring book-historical principles to bear on a decisive period in French literary history and foregrounds the influencing factors on literary expression and its material impressions in the period of decolonization.
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46

Graham, Patricia Albjerg. Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.001.0001.

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In this informative volume, Patricia Graham, one of America's most esteemed historians of education, offers a vibrant history of American education in the last century. Drawing on a wide array of sources, from government reports to colorful anecdotes, Graham skillfully illustrates Americans' changing demands for our schools, and how schools have responded by providing what critics want, though never as completely or as quickly as they would like. In 1900, as waves of immigrants arrived, the American public wanted schools to assimilate students into American life, combining the basics of English and arithmetic with emphasis on patriotism, hard work, fair play, and honesty. In the 1920s, the focus shifted from schools serving a national need to serving individual needs; education was to help children adjust to life. By 1954 the emphasis moved to access, particularly for African-American children to desegregated classrooms, but also access to special programs for the gifted, the poor, the disabled, and non-English speakers. Now Americans want achievement for all, defined as higher test scores. While presenting this intricate history, Graham introduces us to the passionate educators, scholars, and journalists who drove particular agendas, as well as her own family, starting with her immigrant father's first day of school and ending with her own experiences as a teacher. Invaluable background in the ongoing debate on education in the United States, this book offers an insightful look at what the public has sought from its educational institutions, what educators have delivered, and what remains to be done.
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47

Signs of Life in the USA: Readings on Popular Culture for Writers. Bedford/St. Martin's, 2017.

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48

Solomon, Jack, and Sonia Maasik. Signs of Life in the USA: Readings on Popular Culture for Writers. 4th ed. Bedford/St. Martin's, 2002.

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49

1948-, Hunter Susan, and Wallace Ray, eds. The place of grammar in writing instruction: Past, present, future. Portsmouth, NH: Boynton/Cook Publishers, 1995.

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50

Hunter, Susan M., and Ray Wallace. The Place of Grammar in Writing Instruction: Past, Present, Future. Boynton/Cook, 1995.

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