"Stephen Parks restores politics to the history of Composition Studies." -Richard Ohmann - CLASS POLITICS THE MOVEMENT FOR THE STUDENTS' RIGHT TO THEIR OWN LANGUAGE (Second Edition) is a response to histories of Composition Studies that focused on scholarly articles and university programs as the generative source for the field. Such histories, particularly in the 1980s and 1990s divorced the field from activist politics-washing out such work in the name of disciplinary identity. Class Politics shows the importance of political mass movements in the formation of Composition Studies-particularly Civil Rights and Black Power. CLASS POLITICS also critiques how the field appropriates these movements. The book traces a pathway from social movement, to progressive academic groups, to their work in professional organizations, to the formation of the Students' Right to Their Own Language. Stephen Parks then shows how the SRTOL was attacked and politically neutralized by conservative forces in the 1980s and 1990s, arguing for a return to politics to reanimate it's importance-and the importance of politics in the field. - STEPHEN PARKS is an Associate Professor of Writing and Rhetoric at Syracuse University's Writing Program, where he also serves as Director of Graduate Studies. In addition to CLASS POLITICS: THE MOVEMENT FOR A STUDENTS' RIGHT TO THEIR OWN LANGUAGE, he is the author of GRAVYLAND: WRITING BEYOND THE CURRICULUM IN THE CITY OF BROTHERLY LOVE (Syracuse University Press, 2010). He has also published in College English, College Composition and Communication, Reflections (of which he is the former editor), and Community Literacy Journal.

The activities presented here can act as a guide that will allow readers to comment and assess the story while participating in on going related language arts skills and activities. This workbook can be utilized for small group instruction as well as serve as a useful tool to promote reading for pleasure in recreational book club settings.

Diploma Thesis from the year 2005 in the subject English Language and Literature Studies - Other, grade: 1, Klagenfurt University (American Culture Studies), language: English, abstract: This scientific work reveals the truth about the most controversial avant-garde movement of the 20th century: The Beat Generation. Detailed syntheses on the life and work of Allen Ginsberg, Jack Kerouac, William S. Burroughs & Co. Without the Beat Generation there would be no modernism in the contemporary world of arts and letters. Learn to look at the world in the visionary way of beat philosophy.

While investigating endangered languages, many researchers become interested in developing literacy for these languages. However, often their linguistic training has not provided practical guidance in this area. This book, with contributions by experienced practitioners, helps fill this gap. Both foundational theory and specific case studies are addressed in this work. Non-linguistic factors are described, particularly sociolinguistic issues that determine acceptability of orthographies. A principled approach to the level of phonological representation for orthographies is proposed, applying recent phonological theory. The thorny issues of how to determine word breaks and how to mark tone in an orthography are explored. "Overly hasty orthographies" and the benefits of allowing time for an orthography to settle are discussed. Principles of the foundational chapters are further exemplified by detailed case studies from Mexico, Peru, California, Nepal, and Southeast Asia, which vividly illustrate the variety of local conditions that must be taken into account. The combination of theoretical and practical makes this book unique. It will benefit those involved in helping establish orthographies for hitherto-unwritten languages, and provide concrete guidance through crucial issues. Michael Cahill (Ph.D. 1999, Ohio State University) developed the Konni orthography in Ghana. He was SIL's International Linguistics Coordinator for eleven years, and is on the LSA's Committee on Endangered Languages and their Preservation. Keren Rice (Ph.D. 1976, University of Toronto) helped standardize the orthography of Slavey, and has taught on orthography development at InField/CoLang. She was LSA President in 2012 and is currently University Professor at the University of Toronto.

Time has changed and so have the professional and academic scenarios. We are witnessing scientific and technological revolutions world over, making life move really fast to catch up with the changes taking place around us. With these changes it is becoming increasingly important that industry and academia should be linked so that the human resource stepping out of the academic world is ready to join the professional mainstream without much effort and training. Educationists do realize their responsibility and the need for contributing towards the enrichment of academics to make it more suitable to the corporate requirements. Since in the professional courses the focus is on making the graduates fit for serving the industry, the present study, English Language Teaching in Engineering Colleges: An Overview of Course Design and Teaching Methodology, is a step towards analyzing the current competence of the graduates in the context of the industry requirements. The objective is also to review the curriculum and the teaching methodology so as to assess the gaps that need to be bridged for bringing the competence level of the graduates closer to the industry's expectations.

The publication of Betty Friedan's 'The Feminine Mystique' in 1963 was revolutionary in its dealing with a chapter in women's history in America which had for a long time been ignored. Friedan was concerned with the role of women after World War II, especially in regard to a nagging dissatisfaction that was mostly veiled in public. Not only shall the problem that has no name and the political, social and economic circumstances preceding and surrounding it be explained more thoroughly. This book will also be concerned with finding the mystique in Sylvia Plath's 'The Bell Jar' and Mary McCarthy's 'The Group.' As each novel deals with cultural and social norms and restrictions in America, focusing on (a) female protagonist(s), it seemed plausible to search for the feminine mystique in those two novels and analyze them in regard to Friedan's findings.

Infused Readers are a collection of 15 books that organize and simplify the English language for people learning, or teaching, to read. The series is based on Apple Computer software developed by Dr. Caleb Gattegno in the 1980s called Infused Reading. These paperback Readers introduce each target sound individually, and assign it a unique color. As different spellings for the same sound appear, learners can refer back to what they know about the color, and trust themselves to decode and produce the correct sound. Once all of the sounds in the book have been introduced and practiced, students will see that a story has been built one sound at a time. From there, intonation can be practiced, and meaning discussed. Infused Readers are a part of the Words in Color family, but were designed to stand on their own. It is recommended that all users of Infused Readers begin with Book 1 in order to become familiar with the color code. Other learning materials in the Words in Color family include: - Pop Ups (animated series) - Words in Color Wall Charts (a set of 21 color-coded charts in a variety of sizes) - Reading Primer R2 - Student Workbook 1 - Book of Stories - The Beginner's Guide to Teaching with Words in Color - The Common Sense of Teaching Reading and Writing For more information see www.EducationalSolutions.com

Infused Readers are a collection of 15 books that organize and simplify the English language for people learning, or teaching, to read. The series is based on Apple Computer software developed by Dr. Caleb Gattegno in the 1980s called Infused Reading. These paperback Readers introduce each target sound individually, and assign it a unique color. As different spellings for the same sound appear, learners can refer back to what they know about the color, and trust themselves to decode and produce the correct sound. Once all of the sounds in the book have been introduced and practiced, students will see that a story has been built one sound at a time. From there, intonation can be practiced, and meaning discussed. Infused Readers are a part of the Words in Color family, but were designed to stand on their own. It is recommended that all users of Infused Readers begin with Book 1 in order to become familiar with the color code. Other learning materials in the Words in Color family include: - Pop Ups (animated series) - Words in Color Wall Charts (a set of 21 color-coded charts in a variety of sizes) - Reading Primer R2 - Student Workbook 1 - Book of Stories - The Beginner's Guide to Teaching with Words in Color - The Common Sense of Teaching Reading and Writing For more information see www.EducationalSolutions.com

Infused Readers are a collection of 15 books that organize and simplify the English language for people learning, or teaching, to read. The series is based on Apple Computer software developed by Dr. Caleb Gattegno in the 1980s called Infused Reading. These paperback Readers introduce each target sound individually, and assign it a unique color. As different spellings for the same sound appear, learners can refer back to what they know about the color, and trust themselves to decode and produce the correct sound. Once all of the sounds in the book have been introduced and practiced, students will see that a story has been built one sound at a time. From there, intonation can be practiced, and meaning discussed. Infused Readers are a part of the Words in Color family, but were designed to stand on their own. It is recommended that all users of Infused Readers begin with Book 1 in order to become familiar with the color code. Other learning materials in the Words in Color family include: - Pop Ups (animated series) - Words in Color Wall Charts (a set of 21 color-coded charts in a variety of sizes) - Reading Primer R2 - Student Workbook 1 - Book of Stories - The Beginner's Guide to Teaching with Words in Color - The Common Sense of Teaching Reading and Writing For more information see www.EducationalSolutions.com

Infused Readers are a collection of 15 books that organize and simplify the English language for people learning, or teaching, to read. The series is based on Apple Computer software developed by Dr. Caleb Gattegno in the 1980s called Infused Reading. These paperback Readers introduce each target sound individually, and assign it a unique color. As different spellings for the same sound appear, learners can refer back to what they know about the color, and trust themselves to decode and produce the correct sound. Once all of the sounds in the book have been introduced and practiced, students will see that a story has been built one sound at a time. From there, intonation can be practiced, and meaning discussed. Infused Readers are a part of the Words in Color family, but were designed to stand on their own. It is recommended that all users of Infused Readers begin with Book 1 in order to become familiar with the color code. Other learning materials in the Words in Color family include: - Pop Ups (animated series) - Words in Color Wall Charts (a set of 21 color-coded charts in a variety of sizes) - Reading Primer R2 - Student Workbook 1 - Book of Stories - The Beginner's Guide to Teaching with Words in Color - The Common Sense of Teaching Reading and Writing For more information see www.EducationalSolutions.com

"Riddled with Riddles" is a reproducible activity book designed for use in the classroom for grades 3-6 as well as for special needs students. It contains over 300 humorous riddles which consist of 3 clues and their answer. A variety of classroom games are described in the activity section such as "Riddle Hunt" "Riddle Splash" "Riddle Slap" and "Riddle Match." These games can be played in a whole class format or in small groups making it a versatile tool for regular educators, speech therapists, reading teachers and ESL teachers. These games promote critical thinking, social interaction, understanding multiple meaning words, and implied meanings. The riddle activities are highly motivating for students who struggle with these skill areas and provide them with fun and engaging ways to improve their higher order thinking skills.

Since Grice presented the theory of Conversational Implicature in his essay "Logic and Conversation," in William James Lecture in early 1967, the theory becomes one of the major topics in Pragmatic. Most of the linguists work on his theory relating to various conversational norms. Among these theoretical applications investigation of the treatment of maxims, causes of cooperative principles and violation of maxims are the main areas of this theory. This book proposes to investigate the theory of Conversational Implicature in the dialogues of a very popular Manipuri voice (Radio) play named "Nongaallabasu Thaaballei Manam" (Lingering Fragrance) that was broadcasted from All India Radio, Imphal (AIR, Imphal) about 18 years ago. It is possible that one of the reasons that the play appealed so much to the imagination of Manipuri people is the way in which it at the same time obeyed and violated Gricean Cooperative Principles and Conversational Maxims thereby creating space for a whole range of possible conversational implicatures.

Dear Reader/Instructor, While compiling this glossary, I found myself amused at the language and spellings and expect you may be, as well. However, I want you to know I am very serious regarding this endeavor. I feel The Magic Pencil will reach even the most recalcitrant of learners. The book is "sneakily didactic" wherein many life lessons will be imparted in an entertaining way. My overall intent is to get youth engaged by providing characters with whom they can identify. The Black Language Glossary is designed to help those who may not understand some of what Malcolm and other characters are saying. At first, I thought it wouldn't be necessary but after imagining a well-meaning "uninitiated" instructor being so vulnerable, I decided to release what I had created before publishing The Magic Pencil novel in 2009. I call this book Black Language Glossary because there is truly a black language that has been in use for centuries. It has its own rules, sounds, and consistencies. One should not view it as the slang of the times. Slang changes with the times - keeping the language fresh - but it does not change its roots. Not much of the "slanguage" has morphed since I wrote the novel - proving my contention that black language's roots are traditional, old, and deep. Keep in mind that many black people choose to use the language and are usually quite capable of speaking otherwise. Just as many choose not to use it but may understand it, regardless. Inflection, movement and body language play a huge part in the visually, aurally, and emotionally charged use of black language. Of course, this glossary barely touches upon the vastness of the language but it will get you through The Magic Pencil and perhaps pique your interest to learn more. It may help to remember Mark Twain's excellent ear for the different ways characters spoke in his stories, or to know that Shakespeare was writing for the 'common folk', and to pay closer attention to the ways other cultures code switch in the United States as well as around the world. Black language is as legitimate as any other as long as it is being used by someone. The slang blended with it sets trends and bends into new words that are gobbled up by the mainstream and 'spit' back to its creators and others, who continue to develop more...and the cycle repeats. It is my intention that you are able to make full use of these books. The Magic Pencil novel, its Curriculum Guide, and Glossary are timely and stimulating for the way our world has been impacted by different cultures. Using these three books will allow you, the educator, to discover depths your learners may have yet to reveal. With mirror books to window books: Help our youth see and soar Karen E. Dabney October 9, 2012 Ain't no half-steppin

This study investigates the Arabic conjunction 'wa' and how it is translated into English. Firstly, it aims to examine the conjunctive relations posed by each 'wa' found in surah Yasin and how they are translated in the surah. It then tries to assess the semantic functions of these 'wa' and whether the English translations match with the meaning in the source text. It was found that the semantic function of 'wa' when translated to English is not always direct (one-to- one or 'wa' = 'and') rather 'wa' can translates into nothing/ zero, or it may be replaced by other conjunctions and prepositions such as 'by', however', while etc. The study also reveals two additional semantic functions of 'wa' which have not been stated before, namely; denying 'wa' (wa + ma, or wa + la), and conditional 'wa' (wa + Law).

For Williams, being unable to read wreaked havoc on his childhood, his relationships, and his future, but he vowed to overcome illiteracy and change his fate. Not only did he learn to read, but he earned a GED, graduated from two federal law enforcement academies, spent two years assigned to the White House, worked with the U.S. Border Patrol, learned to speak and read Spanish, published two books, and founded a successful business. This is the inspiring story of one man's struggle to re-create his life and reclaim his self-esteem.

The classic slave narrative recounted a fugitive slave's personal story condemning slavery and hence working towards abolition. The neo-slave narrative underlines the slave's historical legacy by unveiling the past through foregrounding African Atlantic experiences in an attempt to create a critical historiography of the Black Atlantic. The neo-slave narrative is a genre that emerged following World War II and presents us with a dialogue combining the history of 1970 - 2000. In this book I seek to explore how the contemporary counter-part of the classic slave narrative draws, reflects or diverges from the general conventions of its predecessor. I argue that by scrutinizing our notion of truth, the neo-slave narrative remains a relevant, important witness to the history of slavery as well as to today's still racialized society. The historiographic metafiction of the neo-slave narrative rewrites history with the goal of digesting the past and ultimately leading to future reconciliation.

The study addresses the use of psychological and mythological archetypes in the confessional poetry of Sylvia Plath (1932-1963) and Anne Sexton (1928-1974) as universal reference frameworks for the two poets' most intimate confessions. It discusses the distinctive common features of confessional poetry in general, and focuses on the importance of psychological and mythological archetypes for a study of the poetry of Plath and Sexton in particular. It also sheds light on the significance of the psychological and mythological archetypes evoked in some of the most influential contributions of psychoanalysts Sigmund Freud (1856 - 1939) and Carl Gustav Jung (1875 - 1961) for the study of the themes and imagery in the confessional poetry of Sylvia Plath and Anne Sexton. The themes and imagery discussed are those related to the portrayal of disturbances in the father-daughter and mother-daughter relationships, the daughter's attitude to love, marriage, and married life in general, the profound feelings of guilt, alienation and vulnerability, and, finally, death and suicide.

Rohinton Mistry's novels are thought provoking, captivating and uniquely uncommon in subject matter. He delves into the psyche of his characters and unravels questions of identity, race, religion, nationality, ambiguity, acceptance, rejection and so much more. More importantly, his work is fertile with postcolonial themes that bring new meaning to the accepted notions of nationhood, culture, race and identity. His marginalised characters are real or realistic in every sense of the word and exude unequivocal truthfulness in their ambiguity. This book aims to investigate and articulate the voice of the minority categories of society in the works of Rohinton Mistry and their roles in the questions of postcolonial literature.

This study sought to establish how teachers of English use drama techniques to teach. It aimed to establish how effective language teaching could be achieved through use of drama techniques that enhance authentic language use through learners'active participation. The study addressed the missing link between teachers methodology, choice of content and learners participation that justified the need to use classroom drama with shortcomings in the latest publications of English course-textbooks in mind. The study revealed that use of drama techniques was limited because teachers selected approaches that would enable them to easily complete the syllabus. In addition, drama techniques use was challenged by inadequate time allocated for teaching of English and the teachers unpreparedness to use it because of the tasks involved in preparation for such lesson. The study recommended that lessons be preceded with drama, or activities that stimulate learners. There was need to select a method that would ensure that learning was student-centered rather than teacher-centered. The findings would be useful for teachers and course designers for the improvement of quality of teaching and learning.

Colonialism is the conquest and control of other people's land and lives. Not limited to the incursion of various European powers into Asia, Africa or the Americas alone, it is a continuous, widespread feature of human history. Leela Gandhi remarks: "Colonialism marks the historical process whereby the West attempts systematically to cancel or negate the cultural difference and value of the 'non-west'." India was one of the "productive colonies" for the West, and its natives mere "human material." The Orient was treated as "alien and unusual," civilizationally inferior, weak and suitable for colonisation, says Said. It was "a playground for Western desires, repressions, investments, projections" and that it was Europe's "richest colonies" and one of its "recurring images of the Other." Asif Currimbhoy, the authentic voice in Indian English theatre deals with various notions of postcolonialism in all his plays, written during India's post-independence period, with their focus on the cultural, social and political dimensions. Contemporary postcolonial discourses put capitalism culpable when it depends on racial hierarchies, self-other distinction, and all sorts of oppression.

Infused Readers are a collection of 15 books that organize and simplify the English language for people learning, or teaching, to read. The series is based on Apple Computer software developed by Dr. Caleb Gattegno in the 1980s called Infused Reading. These paperback Readers introduce each target sound individually, and assign it a unique color. As different spellings for the same sound appear, learners can refer back to what they know about the color, and trust themselves to decode and produce the correct sound. Once all of the sounds in the book have been introduced and practiced, students will see that a story has been built one sound at a time. From there, intonation can be practiced, and meaning discussed. Infused Readers are a part of the Words in Color family, but were designed to stand on their own. Infused Readers Book 1 is appropriate for those with zero to little experience with reading (young children), or those looking to set a new foundation in their literacy journey (non-reading adults, or those with dyslexia or other reading challenges). It is recommended that all users of Infused Readers begin with Book 1 in order to become familiar with the color code. Other learning materials in the Words in Color family include: - Pop Ups (animated series) - Words in Color Wall Charts (a set of 21 color-coded charts in a variety of sizes) - Reading Primers R0 & R1 - Student Workbook 1 - Book of Stories - The Beginner's Guide to Teaching with Words in Color - The Common Sense of Teaching Reading and Writing For more information see www.EducationalSolutions.com

Harold Pinter, a Nobel laureate in literature in 2005 was some what different in the melee of the well known dramatists of the contemporary period, his characters move around like real characters, feel pain, anguish and anger as we do in our day to day life. These characters are victims of either traditions or systems or psychological, maladies. They Endeavour hard to look for an identity in the society, but the system of the society is bent upon hunting them out. They are either lost in the wilderness of the concert world or vanish abruptly. The nebulous world turns to them nefarious, detrimental and victim, while reaching their identities. Their incomprehensible self annihilation and destruction is marked with passivity and ambiguity. It is an attempt by the dramatist to depict the conflict of the generations, or a class of the society. Because as a modern dramatist Pinter does not allow the audience to make up its mind so easily and keeps the audience in a constant state of tension by bringing its mind into a dialectical opposition to its feelings. They are perpetually betrayed in their search as once they heave a sigh of relief the another problem crops up before them.

COMMUNITY LITERACY JOURNAL 7.2 (Spring, 2013) The journal understands "community literacy" as the domain for literacy work that exists outside of mainstream educational and work institutions. It can be found in programs devoted to adult education, early childhood education, reading initiatives, lifelong learning, workplace literacy, or work with marginalized populations, but it can also be found in more informal, ad hoc projects. For COMMUNITY LITERACY JOURNAL, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used. Thus, literacy makes reference not just to letters and to text but to other multimodal and technological representations as well. We publish work that contributes to the field's emerging methodologies and research agendas. CONTENTS: ARTICLES: "La Hermandad and Chicanas Organizing: The Community Rhetoric of the Comision Femenil Mexicana Nacional" by Kendall Leon "Becoming Qualified to Teach Low-literate Refugees: A Case Study of One Volunteer Instructor" by Kristen H. Perry "Literacy as an Act of Creative Resistance: Joining the Work of Incarcerated Teaching Artists at a Maximum-Security Prison" by Anna Plemons "Constructing Adult Literacies at a Local Literacy Tutor-Training Program" by Ryan Roderick "A Place for Ecopedagogy in Community Literacy" by Rhonda Davis BOOK AND NEW MEDIA REVIEWS: "From the Review Desk" by Jim Bowman "Keywords: Refugee Literacy" by Michael MacDonald "Writing from These Roots: Literacy in a Hmong-American Community" reviewed by Abigail L. Montgomery "Affirming Students' Right to Their Own Language: Bridging Language Policies and Pedagogical Practice" reviewed by Leah Duran "Writing in Rhythm: Spoken Word Poetry in Urban Classrooms and Youth Poets: Empowering Literacies In and Out of Schools" reviewed by Lance Langdon "The Hard Work of Imagining: The Inaugural Summit of the National Consortium of Writing Across Communities" reviewed by Brian Hendrickson.