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Books on the topic 'Reported language use'

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Published: 4 June 2021
Last updated: 1 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

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

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3

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

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4

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

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5

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

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6

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

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7

Inc, ebrary, ed. iReport 3.7: Learn how to use iReport to create, design, format, and export reports. Birmingham, U.K: Packt Pub., 2010.

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8

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

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9

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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10

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

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11

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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12

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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13

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

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14

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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15

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

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16

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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17

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

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18

Live from Capitol Hill!: Studies of Congress and the media. Washington, D.C: The Brookings Institution, 1991.

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19

Danckaert, Lieven. Latin corpus linguistics and the study of language change. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198759522.003.0002.

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This chapter discusses some methodological aspects of the corpus work that constitutes the empirical foundation of this book. It starts by addressing the question why one would want to use corpus methods in the first place. Next, the Latin text corpus, which is reported on in the upcoming chapters, is presented on. To show that this corpus can indeed be considered a reliable source of information on how the Latin language evolved in the period from 200 BC to 600 AD, a case study is offered on the diachronic development of a particular type of periphrastic construction with esse ‘be’. Specifically, it is shown that the spread of future perfects of the type amatus fuero can be nicely fitted onto an S-curve, suggesting that the corpus reliably reflects the actual spoken language. The chapter concludes with some remarks on the distinction between synchronic and diachronic variation.
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20

Poplack, Shana. Confirmation through replication. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190256388.003.0007.

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This chapter reviews a series of replications of the studies reported in previous chapters on eight typologically distinct language pairs, making use of a wide array of phonological, morphological, and syntactic diagnostics (e.g., vowel harmony, word order, case-marking, adjectival expression, nominal determination patterns, verb incorporation strategies). Wherever a conflict site between donor and recipient languages could be determined, lone items were systematically shown to behave like the latter, often to the point of assuming the fine details of its variable quantitative conditioning. Results confirm that the integration process and its outcome—grammatical identity of donor-language items with recipient-language counterparts—are universal.
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21

Sands, Bonny. The Challenge of Documenting Africa’s Least-Known Languages. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190256340.003.0002.

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The lack of adequate documentation for African languages is a major challenge facing linguists. Understandably, priority has often been given to the most endangered languages, but the level of language endangerment in Africa has been grossly underestimated. Language shift can occur in a single generation, so population surveys that are 20 or more years old cannot be used to label a language “safe,” particularly when it is used by only a few thousand people. High rates of language shift are being reported in different parts of the continent, and even larger languages (with 100,000 or more speakers) might best be considered threatened. Documenting an obsolescent language is a difficult task, made even more difficult if the language is essentially undescribed. Since basic phonological and grammatical sketches are lacking for so many African languages, we should try to address the challenge of documenting these poorly known languages while they are still used by all generations.
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22

Bialecki, Jon. Dialogic Prophecies and Monologic Vision. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190652807.003.0003.

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Depictions of how language and authority are arranged in Pentecostal and charismatic Christianity tend to be organized in one of two seemingly irreconcilable ways. While they may not use this exact Bakhtinian language, they present this mode of religiosity as being organized either monologically or dialogically. Stranger still, the same author will present a monologic image at one moment, and a dialogic one the next. This chapter sees this tendency not as indecision or contradiction. Rather, this tendency points to the way that Pentecostal and charismatic Christianity can use monologic language to give rise to and sustain dialogical speech acts. This chapter reviews the text of a founding prophetic image reported by John Wimber, an early and influential leader of a Southern California charismatic evangelical movement called the Vineyard. It shows that this totalizing vision allows for a democratic vision of how inspired and prophetic speech functions in the Vineyard.
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23

Moores, Donald F. Research Methodology in Deaf Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190455651.003.0002.

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The purpose of this chapter is to provide historical context for research in deaf education. Educators began conducting research from the time of the establishment of the first school for the deaf in the United States in 1816, long before the development of sophisticated research methodology. Investigators used the resources at hand and addressed issues of importance in their time. First reports tended to be anecdotal and self-report, followed by demographic studies. Research in the first half of the twentieth century concentrated on mental measurement and standardized tests of academic achievement. From this developed a core of professionals with skills to conduct studies in a wide range of areas and consumers with the interest to profit from them. Since that time, advances have been made in the study of sign languages, language acquisition, intellectual and cognitive assessment, and measurement of academic achievement, resulting in a broad array of research approaches.
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24

Garrett, Merrill F. Exploring the Limits of Modularity. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190464783.003.0003.

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Psycholinguistic studies of language processing have revolved historically around “modular” and “interactive” accounts of language use. Experimental reports diverge in claims for the penetration of non-linguistic background information on processing for sentence comprehension. Syntactic processing effects can persist despite available contextual constraints that are sufficient to resolve temporary ambiguity or garden path errors. Nevertheless, there are multiple reports of interactive effects between basic sentence processing and both semantic and non-linguistic contextual information. The chapter suggests a rationalization of such conflicting findings in standard psycholinguistic and experimental pragmatic research, relying on interactions between language comprehension systems and language production systems. Production processes are designed to incorporate discourse and environmental constraints on linguistic formulation. These may be used to filter the products of comprehension mechanisms. A key feature of the argument for complementary roles of the two systems is a degree of modular processing for syntax to be found in both systems.
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25

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

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26

Pettit, Philip. Ground Zero. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190904913.003.0004.

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Ground zero is the condition in the society addressed—“Erewhon,” in a familiar acronym of “nowhere”—before the advent of moral or ethical concepts and practices. In this society, we, the inhabitants, use natural language to make reports to one another on ourselves and our environment and, being want a reputation for telling the truth, we generate a norm of careful and truthful reporting. But reports may be excused in two epistemic ways: by invoking a misleading or a changed environment. And it is striking that, while we may report on our attitudes—our individual, internal environments—we do not avow or pledge them. An avowal would foreclose the misleading-mind excuse, as we human beings might be expected to be able to do in view of our alleged capacity for self-knowledge. And a pledge would foreclose the changed-mind excuse as well, as might seem to be possible in view of our alleged capacity for self-control.
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27

Cejas, Ivette, and Alexandra L. Quittner. Effects of Family Variables on Spoken Language in Children with Cochlear Implants. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0005.

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This chapter reviews the effects of family variables on spoken language in the largest, longitudinal multisite study of the effects of cochlear implants on young deaf children’s development. Data published to date on 188 deaf and 97 hearing children indicate that parents report high levels of context-specific parenting stress and less sensitivity during parent–child interactions and use fewer higher-level language techniques. Children’s language was related to higher rates of behavior problems, which were associated with higher parenting stress. After implantation, children made impressive gains in spoken language, and these were directly related to maternal sensitivity and use of facilitative language techniques. Our results indicated that cochlear implantation should be accompanied by parenting interventions that increase sensitivity and use of higher-level language strategies and foster a stronger parent–child relationship.
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28

Mucic, Davor. Refugee Telemental Health in Denmark. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190622725.003.0010.

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For asylum seekers, refugees, and migrants in Denmark access to mental healthcare is a problem due to lack of clinicians who understand their language, culture, and special needs. It is well known that patients who do not speak the language of respective care providers report feeling discriminated against in clinical settings, whereas communicating with health professionals in a common language is associated with increased trust and confidence. That is probably why “ethnic matching” appears to be the most desirable model used in addressing language barriers and cultural disparities in mental healthcare provision. Since early 2000, a telepsychiatry-based ethnic-matching model has been developed and established in outskirt areas of Denmark through various pilot projects. The aim of this approach was to improve access to scarce, culturally appropriate care providers (i.e., culturally competent, bilingual clinicians) by the use of videoconferencing.
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29

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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30

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

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31

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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32

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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33

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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34

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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35

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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36

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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37

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

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38

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

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39

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

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40

Childs, G. Tucker. Busy Intersections. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190256340.003.0007.

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This chapter reports on the applicability of a pedagogical model for use in West Africa that is drawn from adult literacy practices in the United States. It proposes bridging the gaps between linguists, teachers, and community organizers, and building on the ethnographic skills of language documenters. One increasingly important goal of language documentation has been creating and mobilizing documentation in support of pedagogy or even as a social movement. A documentary perspective is here synthesized with an adult literacy one, fitted to the context of West Africa, to offer some guidelines for revitalization efforts.
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41

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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42

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

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43

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

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44

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

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45

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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46

Gibaldi, Joseph, and Carol J. Amato. The World's Easiest Guide to Using the MLA : A User-Friendly Manual for Formatting Research Papers According to the Modern Language Association Style Guide. Stargazer Publishing Company, 1999.

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47

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

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48

Draper, Danny B., and Peter A. Richards. Dictionary for Managing Trees in Urban Environments. CSIRO Publishing, 2009. http://dx.doi.org/10.1071/9780643096868.

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Dictionary for Managing Trees in Urban Environments is a comprehensive list of terms used in the universal management of urban trees. Many of the terms are from arboricultural science, while others are derived from unproven but commonly applied concepts. Where the existing terminology to describe trees was limited or nonexistent, new terms have been introduced. This dictionary allows for broad application and use by a wide variety of people and conveys in plain language concepts that are sometimes complex. Most major terms have been cross referenced and diagrams have been added for greater understanding. While a number of pertinent botanical terms have been included, those readily found within dictionaries of general plant sciences and botany have been omitted. Dictionary for Managing Trees in Urban Environments promotes a greater understanding of arboriculture and urban forestry, and will assist in the preparation of reports for the management of trees, procedures and planning instruments, such as Tree Management Policies and Tree Management Orders.
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49

Clay, Zanna, and Emilie Genty. Natural communication in bonobos: Insights into social awareness and the evolution of language. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198728511.003.0008.

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Our capacity for language is a central aspect of what it means to be human and sets us apart from the rest of the animal kingdom. Given that language does not fossilize, one way to understand how and when it first evolved is to examine the communicative capacities of our closest living relatives, the great apes. This chapter reviews recent research exploring natural communication in our least understood but closest living relative, the bonobo (Pan paniscus). It primarily focuses on what natural bonobo communication can tell us about their underlying social awareness and how this relates to the evolution of language. Examining vocal and gestural communication, we report findings that highlight considerable communicative complexity, flexibility, and intentionality which, cumulatively, suggest that many of the building blocks for language are deeply rooted in our primate past. Notre qualité de langage est un aspect central d’être humain, et nous sépare du reste de l’univers animal. Vu que le langage ne fige pas, les qualités communicatives des grands singes nous peuvent aider à expliquer comment et quand est-ce-que nos langues ont évolué. Ici nous révisons les recherches plus récentes explorant la communication naturelle chez notre plus proche relatif vivant, le bonobo (Pan paniscus). Nous nous concentrons sur ce que la communication naturelle des bonobos nous peut dire à propos de leur conscience sociale et comment cela se rapporte à l’évolution des langues. En examinant la communication vocale et gestuelle, nous signalons des trouvailles qui soulignent la complexité, la flexibilité et l’intentionnalité dans la communication. Ces aspects suggèrent que les fondations de notre langue sont enracinées dans notre passé primate.
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50

Beninger, Richard J. Dopamine and mental experience. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824091.003.0013.

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Dopamine and mental experience argues that mental experience arises from brain activity. Ratings of “pleasantness” of a meal correlate with dorsal striatal dopamine receptor occupancy. People with schizophrenia, who suffer from hyperdopaminergia, report that stimuli are difficult to shut out and Parkinson’s-like patients, who suffer from hypodopaminergia, report that nothing moves them—they cease to feel happy or sad. Animal studies suggest that drugs produce discriminable effects on their brains that might be like mental experiences in humans, but we have no information about those putative experiences. Without reliable means for evaluating the possible mental experiences of other animals, we should avoid the use of language that implies mental experience when discussing the behavioral neuroscience of nonhuman animals. The terms “reward-related learning” or “incentive learning” may be preferable over terms such as “pleasure” or “wanting” to describe the effects of increased synaptic concentrations of dopamine on the behavior of animals.
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