This book focuses on values and valuation in the State of the Union addresses delivered by the former U.S. President George W. Bush. What values are invoked in the speeches? How are these values constructed? How can they be classified? How are particular construals of values conducive to the actions the speaker wants to legitimize? Drawing on Critical Discourse Studies, the book examines pragmalinguistic tools applied in political legitimization, such as proximization, metaphor or assertion. The analysis reveals three ideological values used in the context of foreign policy making: security, terrorism and freedom.

This book is a scholarly work of forensic linguistics that demonstrates how the principles of Gricean pragmatics and their recent elaboration in Information Manipulation Theory (IMT) can be of use to courts faced with deciding cases of allegedly fraudulent disclosure documents. The usual goal of legal rules for disclosure documents is not merely to prevent lying but other forms of deception as well. In particular, the goal of these rules is to force the communicator to reveal information that could cause material harm to certain receivers, harms that the communicator, for various reasons of self-interest, might prefer to keep secret or hidden. Because IMT and the Gricean framework have seldom been used in published studies to investigate legally mandated disclosure documents aimed at laypersons, this book seeks to enrich current explications of the rhetorical "workings" of deceptive disclosures within the broader Gricean tradition of pragmatics. The book questions the fundamental relationships among Grice's maxims as well as the much circulated notion that violation of some maxims is more deceptive and more immoral than violations of others. In addition, the book also attempts to show how various other theories and research in discourse linguistics and reading comprehension can be used to support IMT analyses in addressing the discourse processing issues unique to legally required disclosure texts. In this way the book contributes to the larger dual mission of the field of forensic linguistics, which is both to understand and to improve courts' impact on social justice.

Truth Be Told explains how truth and falsity result from relations that sentences have to the contexts in which they occur and the circumstances at which they are evaluated. It offers a precise conception of truth and a clear diagnosis of the Liar and Grelling paradoxes. Currently, semantic theory employs generalized quantifiers as the extensions of noun phrases in explanations of the composition of truth-values. Generalized quantifiers are direct descendants of the second-level functions to truth-values that Gottlob Frege considered to be the referents of his unrestricted quantifiers. During the past fifty years, Frege's original quantifier referents have been revised and generalized with the result that now every noun phrase, of any type, has a generalized quantifier as its extension. This evolution of noun-phrase extensions from Frege's referents has retained two of the original theory's flaws. First, generalized quantifiers inherit a troublesome intrusion of predicate extensions. Second, the senses of names and deictic terms are still not identified, with the result that their extensions are not sharply distinguished from their referents. Truth Be Told frees semantic theory from these Fregean flaws. Its theory of sense, quantity, and extension yields an intuitive composition of sentence truth-values and secures an accurate understanding of truth. Its final chapter applies the theory in a diagnosis of the Liar and Grelling paradoxes that is immune to the notorious revenge paradoxes. Truth Be Told can be used for courses in philosophy of language, semantics, and the foundations of logic.

Silly rabbit Your argument is ill-founded.

Have you read (or stumbled into) one too many irrational online debates? Ali Almossawi certainly had, so he wrote An Illustrated Book of Bad Arguments This handy guide is here to bring the internet age a much-needed dose of old-school logic (really old-school, a la Aristotle).

Here are cogent explanations of the straw man fallacy, the slippery slope argument, the ad hominem attack, and other common attempts at reasoning that actually fall short plus a beautifully drawn menagerie of animals who (adorably) commit every logical faux pas. Rabbit thinks a strange light in the sky must be a UFO because no one can prove otherwise (the appeal to ignorance). And Lion doesn t believe that gas emissions harm the planet because, if that were true, he wouldn t like the result (the argument from consequences).

Once you learn to recognize these abuses of reason, they start to crop up everywhere from congressional debate to YouTube comments which makes this geek-chic book a must for anyone in the habit of holding opinions. It s the antidote to fuzzy thinking, with furry animals "

Using a wide range of twentieth-century literary prose Laura Wright and Jonathan Hope provide an `interactive' introduction to the techniques of stylistic analysis. Divided up into five sections; the noun phrase, the verb phrase, the clause, text structure and vocabulary, the book also provides an introduction to the basics of descriptive grammar for beginning students. * Presumes no prior linguistic knowledge * Provides a comprehensive glossary of terms * Adaptable: designed to be used in a variety of classroom contexts * Introduces students to an enormous range of 20th century literature from James Joyce to Roddy Doyle A practical coursebook rather than a survey account of stylistics as a discipline, the book provides over forty opportunities for hands-on stylistic analysis. For each linguistic feature under discussion the reader is offered a definition, a text for analysis, exercises and tasks, in addition to a suggested solution. Stylistics: A Practical Coursebook is genuinely `student friendly' and will be an invaluable tool for all beginning undergraduates and A-level students of language and literature.

Writing against Racial Injury recalls the story of Asian American student rhetoric at the site of language and literacy education in post-1960s California.  What emerged in the Asian American movement was a recurrent theme in U.S. history: conflicts over language and literacy difference masked wider racial tensions.  Bringing together language and literacy studies, Asian American history and rhetoric, and critical race theory, Hoang uses historiography and ethnography to explore the politics of Asian American language and literacy education: the growth of Asian American student organizations and self-sponsored writing; the ways language served as thinly veiled trope for race in the influential Lau v. Nichols; the inheritance of a rhetoric of injury on college campuses; and activist rhetorical strategies that rearticulate Asian American racial identity.  These fragments depict a troubling yet hopeful account of the ways language and literacy education alternately racialized Asian Americans while also enabling rearticulations of Asian American identity, culture, and history.  This project, more broadly, seeks to offer educators a new perspective on racial accountability in language and literacy education.

The Educator's Guide to Writing a Book is for educators who dream of sharing their knowledge and skills with a broader audience. This exciting resource provides step-by-step guidance on how to set publishing goals, create well-written content and resource material, develop an informative yet accessible writing style, prepare professional level manuscripts, and anticipate each stage in the publishing process. Chapters include authentic writing examples, tips from veteran authors and publishing professionals, and supportive resources. The Educator's Guide to Writing a Book is an invaluable guide that helps aspiring and novice authors move publishing goals from dreams to reality. .

Cognitive linguistics provides tools to discuss identity as a process. Identity depends on the underlying conceptualisation of the present, while innovation and creation are borderline phenomena in epistemology. The two may be seen as generalised accounts of causation as a process: open-ended and closed, where time is conceptualised as real or figurative. Aristotle's epistemology builds on the conceptualisation of a subject manipulating objects in the visual field. Saint Augustine and Plotinus conceive of time and identity as real and contingent or figurative and necessary. William of Ockham builds on a simple conceptualisation of a time-point matrix as opposed to a duration matrix. British National Corpus findings relate to and comment on these expert philosophical conversations through the medium of cognitive models of "innovation" and "creation", instruments of thought and reason in English.

Meaning in Interaction: An Introduction to Pragmatics is a comprehensive introductory text which discusses the development of pragmatics - its aims and methodology - and also introduces themes that are not generally covered in other texts. Jenny Thomas focuses on the dynamic nature of speaker meaning, considering the central roles of both speaker and hearer, and takes into account the social and psychological factors involved in the generation and interpretation of utterances. The book includes a detailed examination of the development of Pragmatics as a discipline, drawing attention to problems encountered in earlier work, and brings the reader up to date with recent discussion in the field. The book is written principally for students with no previous knowledge of pragmatics, and the basic concepts are covered in considerable detail. Theoretical and more complicated information is highlighted with examples that have been drawn from the media, fiction and real-life interaction, and makes the study more accessible to newcomers. It is an ideal introductory textbook for students of linguistics and for all who are interested in analysing problems in communication.

In this elegantly written and theoretically sophisticated work, Rukmini Bhaya Nair asks why human beings across the world are such compulsive and inventive storytellers. Extending current research in cognitive science and narratology, she argues that we seem to have a genetic drive to fabricate as a way of gaining the competitive advantages such fictions give us. She suggests that stories are a means of fusing causal and logical explanations of 'real' events with emotional recognition, so that the lessons taught to us as children, and then throughout our lives via stories, lay the cornerstones of our most crucial beliefs. Nair's conclusion is that our stories really do make us up, just as much as we make up our stories.

In Pragmatics, the study of meaning derived from context, Jean Stilwell Peccei offers a practical introduction to this core area of linguistics. Pragmatics: encourages the reader to look at different levels of meaning within sentences provides a basic understanding of key pragmatic concepts introduces two highly influential approaches to pragmatics: the Co-Operative Principle and Speech Act Theory encourages the reader to apply basic analytical tools to real data, eg. advertising language and children's conversations provides a range of activities, discussion questions, an answer key and further reading.

"Empirical Methods in Language Studies" presents 22 papers employing a broad range of empirical methods in the analysis of various aspects of language and communication. The individual texts offer contributions to the description of conceptual strategies, syntax, semantics, non-verbal communication, language learning, discourse, and literature.

Pedagogies of Public Memory explores opportunities for writing and rhetorical education at museums, archives, and memorials. Readers will follow students working and writing at well-known sites of international interest (e.g., the Flight 93 National Memorial in Shanksville, Pennsylvania, and the U.S. Holocaust Memorial Museum), at local sites (e.g., vernacular memorials in and around Muncie, Indiana and the Central Pennsylvania African American Museum in Reading, Pennsylvania), and in digital spaces (e.g., Florida State University's Postcard Archive and The Women's Archive Project at the University of Nebraska Omaha). From composing and delivering museum tours, to designing online memorials that challenge traditional practices of public grief, to producing and publishing a magazine containing the photographs and stories of individuals who lived through historic moments in the Freedom Struggle, to expanding and creating new public archives - the pedagogical projects described in this volume create richly textured learning opportunities for students at all levels - from first-year writers to graduate students. The students and faculty whose work is represented in this volume undertake to reposition the past in the present and to imagine possible new futures for themselves and their communities. By exploring the production of public memory, this volume raises important new questions about the intersection of rhetoric and remembrance.

First published in 1979, this book develops a grammatically orientated semantics (as opposed to a semantically orientated grammar) of mood and condition in English. It seeks to establish correspondences between areas of semantic organisation ('planes') and surface grammar, without reverting to an intermediate notion of deep grammar. The chapters explore topics including the differences between 'literal meaning' and 'significance', speech roles, and constructions of condition and reason in terms of the four panes discussed earlier in the volume.

First published in 1988, this book is concerned with the definite and indefinite articles in English. It provides an integrated pragmatic-semantic theory of definite and indefinite reference, on the basis of which, many co-occurance restrictions between articles and non-modifiers are explained. At the general theoretical level, this book looks at the role of semantics in the prediction of all and only the grammatical sentences of a language. A generalisation is proposed uniting semantic oppositions underlying ungrammaticality with syntactic oppositions between conditions of application on transformational generative rules. A procedure is suggested for distinguishing semantic from syntactic causes of ungrammaticality. At a more particular level, the book explores the nature of reference. It examines an important selection of subjects such as the contrast between definiteness and indefiniteness, the relationship between definite and demonstrative reference, and the relationship between pragmatic and logical aspects of determining meaning.

This book, by one of Italy's most important and original contemporary philosophers, represents a broad, general, and ambitious undertaking--nothing less than an attempt to rethink the nature of poetic language and to rearticulate relationships among theology, poetry, and philosophy in a tradition of literature initiated by Dante.
The author presents "literature" as a set of formal or linguistic genres that discuss or develop theological issues at a certain distance from the discourse of theology. This distance begins to appear in Virgil and Ovid, but it becomes decisive in Dante and in his decision to write in the vernacular. His vernacular Italian reaches back through classical allusion to the Latin that was in his day the language of theology, but it does so with a difference. It is no accident that in the "Commedia" Virgil is Dante's guide.
The book opens with a discussion of just how Dante's poem is a "comedy," and it concludes with a discussion of the "ends of poetry" in a variety of senses: enjambment at the ends of lines, the concluding lines of poems, and the end of poetry as a mode of writing this sort of literature. Of course, to have poetry "end" does not mean that people stop writing it, but that literature passes into a period in which it is concerned with its own ending, with its own bounds and limits, historical and otherwise.
Though most of the essays make specific reference to various authors of the Italian literary tradition (including Dante, Polifilo, Pascoli, Delfini, and Caproni), they transcend the confines of Italian literature and engage several other literary and philosophical authors (Plato, Aristotle, the Stoics, Boethius, the Provencal poets, Mallarme, and Holderlin, among others).

Applicative Arguments: A Syntactic and Semantic Investigation of German and English presents formal semantic and syntactic analyses of German and English applicative arguments. These arguments are nominal elements that are not obligatory parts of a sentence. Both German and English have several types of applicative arguments, including so-called benefactive and malefactive constructions. More specifically, the research relies on tests to differentiate the different types of applicative arguments based on this contribution to meaning: Some applicatives contribute only not-at-issue meaning, whereas others contribute only at-issue meaning, and still others contribute both types of meaning. These tests are applied to both German and English to uniquely identify the applicative arguments in each language. Formal analyses of the identified type of applicative arguments are presented that provide an account for each type of applicative identified for each language, explaining the applicatives' differences and similarities.

The papers in this book address the most fundamental, currently investigated problems in cognitive linguistics in a wide spectrum of perspectives. Apart from some traditional descriptions of particular metaphors and metonymies, there are analyses of spatio-temporal relations, motion and stillness, iconicity, force dynamics, as well as subjectivity and objectivity in language. The analyses are based on a number of languages: English, Polish, Russian, German, Lithuanian, Italian and Danish. The essays represent case studies, theoretical analyses as well as practical applications.

This accessible satellite textbook in the Routledge Intertext series offers students hands-on practical experience of textual analysis of conversation. Written in a clear, user-friendly style by an experienced teacher, it combines practical activities with texts, accompanied by commentaries and suggestions for further study. It can be used individually or in conjunction with the series core textbook Working With Texts Aimed at A-Level and beginning undergraduate students, The Language of Conversation: * Analyses exactly what happens during conversation and why * Discusses the structure, purpose, and features of conversation * Explores the relationship between speaker and listener * Examines different kinds of conversation, such as chatroom conversations, extracts from chatshows and everyday conversation * Provides a clear introduction to technical terms.

This volume presents innovative research on the multimodal dimension of discourse specific to academic settings, with a particular focus on the interaction between the verbal and non-verbal in constructing meaning. Contributions by experienced and emerging researchers provide in-depth analyses in both research and teaching contexts, and consider the ways in which multimodal strategies can be leveraged to enhance the effectiveness of academic communication. Contributors employ both quantitative and qualitative analytical methods, and make use of state-of-the-art software for analyzing multimodal features of discourse. The chapters in the first part of the volume focus on the multimodal features of two key research genres: conference presentations and plenary addresses. In the second part, contributors explore the role of multimodality in the classroom through analyses of both instructors' and students' speech, as well as the use of multimodal materials for more effective learning. The research presented in this volume is particularly relevant within the context of globalized higher education, where participants represent a wide range of linguistic and cultural backgrounds. Multimodal Analysis in Academic Settings contributes to an emerging field of research with importance to an increasing number of academics and practitioners worldwide.

Audiovisual translation continues to be a dynamically developing genre, stimulated by interdisciplinary research and technological advances. This volume presents recent developments in the area. Renowned scholars in the field discuss aspects of captioning, revoicing and accessibility, as well as research methods such as eyetracking. The discussion occasionally departs from the confines of audiovisual translation proper, to tackle related areas such as translation for advertising purposes.

Parody and Palimpsest: Intertextuality, Language, and the Ludic in the Novels of Jean-Philippe Toussaint adds to the emerging body of work on intertextuality through expansion of critical examinations of the novels of this award-winning author, presenting him as the ultimate magister ludi. Sarah L. Glasco links Jean-Philippe Toussaint's novels to cross-disciplinary texts that include not only Russian, American, and Japanese literatures, but also film and visual art. Toussaint alludes to the works of numerous French canonical authors, such as Pascal, Flaubert, Gide, Proust, and Apollinaire, with a multicultural mix of Faulkner, Beckett, Nabokov, and Kawabata, for instance, and the works of filmmakers, painters, and ancient philosophers like Wong Karwai, Mark Rothko, and Aristotle. Ultimately, intertextuality in Toussaint's novels is linked to global cultures and new media via his contemporary literary landscapes. This in-depth study reveals, presents, and analyzes a multiplicity of intertexts, depicting the inner workings of their playful relationships to the texts as a whole, how they are intricately interwoven into Toussaint's narratives, and also how they relate to one another. Through a process of rereading and reinterpreting Toussaint's texts, Parody and Palimpsest illuminates both linguistic and narrative subversions, parodies, and pastiches, and, subsequently, Toussaint's ludic landscapes emerge. Readers are then able to unmask other identities his texts can embody in order to rediscover them through the language, literature, art, products, and thus culture of others.

Most people have to communicate with colleagues every day and persuade them to understand their opinions or to accept their views. This handbook is intended for anyone who is interested in such goal-oriented language. It extracts 300 persuasive tactics from research findings in communication, linguistics, pragmatics and related fields, and presents them in a clear, concise and consistent manner. Such tactics as analogy, argument presentation, humour and metaphor are included. Each tactic is presented on a separate page with an analysis of its persuasive value. Two indexes - one by persuasive need and the other by tactic - allow readers full flexibility to use the handbook in their own way. This work should be of interest in courses which deal with the management of interaction, pragmatics, discourse analysis and communications.