This open access book argues that what makes writing academic emerges from socio-academic and historical practices rather than conventionalised stylistic, linguistic or syntactic forms. Using a critical realist lens, it re-imagines academic writings as 21st-century open systems that change according to affordances perceived by writers. By re-imagining how, which and whose knowledge emerges, conceptual spaces are created whereby writing practices can be pluralised and democratised. Academic communication hinges on being able to write in certain forms but not others, which risks excluding knowledge that may lend itself to alternative forms of representation, such as dialogues, chronicles, manifestos, blogs, poems and comics. Moreover, because academic ability tends to be misleadingly conflated with writing ability, limiting how the academy writes to a relatively narrow set of forms (such as the traditional essay or thesis) may be preventing a range of abilities from emerging. Standardised forms require abstracts, introductions, main bodies and conclusions that are also predominantly monolingual and monomodal: this can narrow, distort, constrain or flatten epistemic representation, leading to a range of epistemic losses (as well as gains). Based on examples from a range of academic writers, including students, and drawing on the history of academia, philosophy, socio-semiotic research, integrational and sociolinguistics as well as studies in multimodal and visual thinking, the book proposes that academic writings be re-imagined as multimodal artefacts that allow a wider range of epistemic affordances to emerge. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.

This comprehensive guide uses a highly effective teaching method to introduce readers to New Testament Greek quickly. The book provides all the basics of a beginning grammar. In addition, it includes a wealth of reading and translation exercises and activities, helpful grammatical resources, and accented Greek text. Audio files for the book are available through Baker Academic's Textbook eSources. Now in paper.

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Die italo-brasilianische Literatur über die italienische Einwanderung in Brasilien am Ende des 19. und Anfang des 20. Jahrhunderts ist ein frühes, aber bislang kaum untersuchtes Beispiel der literarischen Auseinandersetzung mit Migration und Mehrsprachigkeit. Diese Arbeit analysiert die Formen und Funktionen der Sprachmischung zwischen brasilianischem Portugiesisch und Italienisch/Talian in 20 literarischen Texten aus São Paulo und Rio Grande do Sul von den 1920er bis in die 2000er Jahre aus soziolinguistischer Perspektive. Dabei werden Theorien zur literarischen Mündlichkeit und Mehrsprachigkeit mit denen des Code-Switching verbunden und die Ergebnisse vor dem Hintergrund kulturwissenschaftlicher und soziolinguistischer Hybriditätstheorien interpretiert.