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In this broad-reaching, multi-disciplinary collection, leading scholars investigate how the digital medium has altered the way we read and write text. In doing so, it challenges the very notion of scholarship as it has traditionally been imagined. Incorporating scientific, socio-historical, materialist and theoretical approaches, this rich body of work explores topics ranging from how computers have affected our relationship to language, whether the book has become an obsolete object, the nature of online journalism, and the psychology of authorship. The essays offer a significant contribution to the growing debate on how digitization is shaping our collective identity, for better or worse. Text and Genre in Reconstruction will appeal to scholars in both the humanities and sciences and provides essential reading for anyone interested in the changing relationship between reader and text in the digital age.
Offers three previously unpublished essays that apply theoretical linguistic research to the areas of historical linguistics, cross-cultural communications, and text analysis.
This practical resource will help K-6 practitioners grow their literacy practices while also meeting the needs of emergent bilingual learners. Building on the success of The Reading Turn-Around, this book adapts the five-part framework for reading instruction to the specific needs of emergent bilinguals. Designed for teachers who have not specialized in bilingual instruction, the authors provide an accessible introduction to differentiating instruction that focuses on utilizing students' strengths, identities, and cultural backgrounds to foster effective literacy instruction. Chapters include classroom vignettes, teacher exercises, illustrations of powerful reading plans for the student and teacher, resources for culturally and linguistically diverse children's literature, and tools to engage with students' families and communities. Book Features: Grounded in current theories and research in the teaching and learning of literacy as it relates to emerging bilingual learners. Accessible to K-6 educators, ESL and bilingual teachers, principals, literacy coaches, and curriculum developers. Borrows from the framework of Comber and Kamler's (2005) "turn-around pedagogies", which draws on student's strengths and assets to support teachers in improving their classroom practices. Emphasizes student-centered practices that are rooted in a child's identity as a reader and language learner. Based on Freebody and Luke's Four Resources Model (1990, 1999) but also includes a "fifth" dimension that foregrounds issues of identity.
Ideal for methods and foundational courses in world languages education, this book presents a theoretically informed instructional framework for instruction and assessment of world languages. In line with ACTFL and CEFR standards, this volume brings together scholarship on contextualized, task-based performance assessment and instruction with a genre theory and pedagogy to walk through the steps of designing and implementing effective genre-based instruction. Chapters feature step-by-step lesson designs, models of performance assessment, and a wealth of practical and research-based examples on how to make languages explicit to students through a focus on genre. Including sections on Arabic, French, Spanish, Italian, and other major world languages, this book demonstrates how to effectively teach and assess world languages in the classroom.
This volume, which contains the papers from a conference in Copenhagen in June 2009 on the texts from DJD V, represents the ongoing work on the re-edition of these texts, and reflects the development in approaches and viewpoints since the texts were first published (1968).
Essay from the year 2011 in the subject English Language and Literature Studies - Literature, grade: 2.0, Johannes Gutenberg University Mainz, language: English, abstract: In A. Bayette's novels, traditional fairytale discourse is the source of many borrowings, defining the plot, composition, system of archetypical images and stylistics of its texts. The archetype as an invariant of a fairytale plot or motif is also actualised in the form of a whole series of binary oppositions constituting the archetypical core of the folklore tale: sleep - waking, captivity - liberation, destruction - restoration, prohibition - violation of prohibition. The role status of characters can also be conditioned by traditional opposition: for example, the author of wishes is a forced executor of wishes. However, the main binary structure that defines the originality of the art picture of the world of fairytale novels Bayette, can be conventionally presented as a confrontation between static and dynamism. Staticism is understood as a predictable adherence to a certain algorithm of actions in the limited space of a classical plot, and dynamism is understood as freedom to break a given scheme, freedom to creatively transform a fairytale canon. Turning once again to the fairytale, the author, just like its heroes, rethinks what is known to create their own worlds and encourage the reader to create their own stories.
In Reading and Re-reading Scripture at Qumran, Moshe J. Bernstein gathers over three decades worth of his essays on biblical interpretation in the Dead Sea Scrolls. They address the Genesis Apocryphon and 4Q252, as well various legal texts and pesharim.
Revised thesis (Ph. D.)--University of Chicago, 2002.
Starting from the point of view that language is essentially a social phenomenon, this book explores the interconnectedness of linguistic and social matters in a wide vareity of texts ranging from casual conversations to extracts from coursebooks. Kress demonstrates that, rather than being powerless in the face of a monolithic language system, the individual language user is constantly engaged in the processes of linguistic reconstitution and change.
Using Dostoevsky's most radical experiment in literary form as a springboard, Gary Saul Morson examines a number of key topics in contemporary literary theory, including the nature of literary genres and their relation to interpretation. He convincingly argues that genre is not a property of texts alone but arises from the interaction between texts and readers. Observing that changing conventions of interpretation and classifciation may alter the perception of particular works, Morson considers a number of problematic texts that have been read according to two contradictory sets of conventions - "boundary works" - and a futher group of texts - "threshold works" such as Dostoevsky's Diary of a writer - that were evidently designed by their authors to exploit this kind of hermeneutic ambivalence. Morson explores the nature of the literary utopia and its parodic form, the anti-utopia, and, returning to Dostoevsky's Diary as his example, a third form which exists as a sort of open dialogue of utopia and anti-utopia.
The identity and relevance of literary studies require a conceptual and institutional reconstruction in response to the global reshaping and commodification of knowledge. The author thus proposes a theory of literary discourse and literary history that take into account literariness as an important socio-cultural phenomenon and revisits several critical concepts, such as world literature, literary text, genre, style, fiction, literary space, and cultural memory.
First published in 2004, The Jewish Study Bible is a landmark, one-volume resource tailored especially for the needs of students of the Hebrew Bible. It has won acclaim from readers in all religious traditions. The Jewish Study Bible, which comes in a protective slipcase, combines the entire Hebrew Bible--in the celebrated Jewish Publication Society TANAKH Translation--with explanatory notes, introductory materials, and essays by leading biblical scholars on virtually every aspect of the text, the world in which it was written, its interpretation, and its role in Jewish life. The quality of scholarship, easy-to-navigate format, and vibrant supplementary features bring the ancient text to life. This second edition includes revised annotations for nearly the entire Bible, as well as forty new and updated essays on many of the issues in Jewish interpretation, Jewish worship in the biblical and post-biblical periods, and the influence of the Hebrew Bible in the ancient world. The Jewish Study Bible, Second Edition, is an essential resource for anyone interested in the Hebrew Bible.
Offering a fresh assessment of the presence and function of paraenesis within Valentinianism, this book places Valentinian moral exhortation within the context of early Christian moral discourse. Like other early Christians, Valentinians were not only interested in ethics, but used moral exhortation to discursively shape social identity. Building on the increasing recognition of ethical and communal concerns reflected in the Nag Hammadi sources, this book advances the discussion by elucidating the social rhetoric within, especially, the "Gospel of Truth" and the "Interpretation of Knowledge." The social function of paraenesis is to persuade an audience through social re-presentation. The authors of these texts discursively position their readers, and themselves, within engaging moments of narrativity. It is hoped that this study will encourage greater integration of research between those working on the Nag Hammadi material and those studying early Christian paraenetic discourse.
This book explores what it means to become literate in different contexts. It describes literacy learning tasks across the curriculum, and suggests how writing and reading integrate childrens understanding of experience and ideas. Focusing particularly on what teachers need to know about the informational texts that children read and write, the book provides case study examples to support strategies for helping children learn how to learn through writing and reading.
The goal of the investigation is a phenomenological theory of the methods and later the methodology of the human sciences, first of all the philological interpretation of texts. The first part is a critical reflection on the historical development of hermeneutics as method of interpreting texts and the tradition including the first steps toward the emergence of scientific methodological hermeneutics. Such reflections show that the development of hermeneutics is onesidedly founded in the development of hermeneutical consciousness, i.e. the changing attitudes in the application and rejection of cultural traditions. All methods and finally methodologies are onesidedly founded in the activities of the lifeworld. The second part is a first attempt to develop an outline of a general phenomenological theory of pre-methodical and methodical understanding in the lifeworld. The third part offers a critical phenomenologically guided analysis of methodological hermeneutics.
How should the Word of God be interpreted and applied today? Does our modern culture affect how we read the Bible? Can certain passages be interpreted in different contexts and in different ways, all the while acknowledging that God speaks with a clear and consistent voice? These are the enduring challenges of hermeneutics. In this volume, no less than sixteen Reformed scholars from four different countries join together to tackle the hard questions that often arise when we busy ourselves with the weighty responsibility of interpreting Holy Scripture. As iron sharpens iron, so also these Reformed scholars challenge each other and their readers to ask not only how hermeneutics can be done, but ultimately, how it should be done so that God's Word of Truth may be handled correctly (2 Tim 2:15).

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