This book is focused on proving the fact that characters from the prose of John Ronald Reul Tolkien are based primarily on the sources from old mythology, namely the Old Germanic literature as Elder and Snorris Edda, the Old English epos Beowulf and other Northern and Celtic myths and tales. Due to a large number of characters, the work depicts only a group belonging to the evil side. The first part discusses several wide spread opinions about the possible sources for Tolkien's characters and tries to put the facts into a clearer context. In the second part individual characters are compared with their sources from mythology, common features are shown and conclusions derived.

This book builds upon the authors' previous well-respected book, Going Beyond Google, which placed teaching the Invisible Web into information literacy programs. Going Beyond Google Again expands on the teaching foundation laid in the first book and continues to document the Invisible Web's existence and evolution, and suggests ways of teaching students to use it. The new book focuses on events and materials from the 4 years.

Hypertextuality provides a comprehensive system of analyzing any relationship between literary texts. It is a generic architext which encompasses certain genres such as pastiche, parody, and travesty. The main concern of this book is parody. It aims to show how a twentieth-century literary work like Jean Rhys's Wide Sargasso Sea can be related to and a parody of Charlotte Bronte's nineteenth-century novel Jane Eyre. The book considers the generic study of both novels focusing on the concept of bildungsroman and analysis of the dream texts, and also character analysis of Rochester. Concequently, the research shows how some elements in Jane Eyre are developed into parodic elements in Wide Sargasso Sea.This book sheds more light on the post-modern concept of Hypertextuality to help the reader comprehend it better.

2013 Reprint of 1947 Edition. Exact facsimile of the original edition, not reproduced with Optical Recognition Software. Inhis book "Teaching the World to Read" you'll find explained Laubach's famed literacy program. Frank Laubach was sponsored to go to many countries and nations that had no written orthography for their spoken languages. He analyzed hitherto-unknown tribal sounds and their styles of speech with the goal of providing an alphabet for each tribe or nation. Then he would train teachers or leaders who soon taught their people how to read. He was known as "Apostle to illiterates." His program was called "Each One Teach one." A mystic and intellectual, he spent 40 years of his life empowering millions of the poorest, disenfranchised people in third world countries.

Previous grammars of Cebuano have generally described the language in formal terms without much attention paid on actual usage. To fill this gap, this functional reference grammar of Cebuano based on the actual spoken language departs from the traditional emphasis on phonological, morphological, and phrasal description employed in most previous and even in recent reference grammars and conducts analyses at the clausal and discourse levels to better reflect the forms and functions of the language in actual use. It also describes recent research findings on Cebuano grammar, especially repair organization and grammatical constituency, transitivity, reference tracking, and particles and discourse marking, as these constitute a very important part of the grammar of Cebuano. This reference grammar is useful to linguists, as well as to native speakers and students of Cebuano alike. For linguists, the rich data provide material for linguistic comparisons. For native speakers, this reference provides another perspective for appreciating their mother tongue. For students, the examples and explanations provide the situations and contexts for proper use of the language.

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.

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

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

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

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 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

The use of L1 in Teaching English as a Second Language contexts is a ubiquitous but haphazard pedagogical practice in Sri Lanka. This thesis examines whether the use of L1 (Sinhala) could be validated across high, intermediate, and low learner proficiency levels in English. Sociolinguistically, the complex ontological and epistemological milieu of ESL in Sri Lanka granted this thesis an entree for scrutinizing the evolution of resistance to English in the undergraduate participants. The findings of pilot studies validated the expulsion of high proficiency learners from the procedures of L1 integration. Conversely a significant % mean increase across the intermediate and the low proficiency learners was revealed under the Sinhala Gloss (SG) condition. The mean comparison for both populations was equal and low for No Gloss (NG) and English Gloss (EG) conditions resulting in the gloss condition performance indicator NG = EG > SG. Scaffolding these findings to pedagogy, the study confines integrating L1 to skill development in lexical comprehension mechanisms in low and intermediate proficiency learners and discusses developing L2 inferring skills in the high proficiency learners."

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.

This book contains a variety of letters aimed at partners/courting couples or those in the process of developing a relationship with the opposite sex; covering several aspects of correspondence between a romantically involved man and woman.
This book also covers formal letter writing for scholars. With this book a reliable system of letter writing is gained by young student of English Language.
What makes the book a necessity for the school boys and girls is the collection of specimen letters for different occasions.
This collection of specimen letters enables the scholars to gain a thorough mastery of the art of Letter Writing.
As a school boy/girl, you must have been taught by your teacher all the above points. The object of this book is to give specimen letters to enable you to draft your own in simple, plain and correct English.
Finally the book includes several examples of diplomatic correspondence, detailing official procedures in communicating between the sending State and the receiving State (host nation) and within embassies. Higher level formal letter writing skills can be gained from these examples, and can then be transferred to other high-ranking official formal correspondence.
Also included as extras, are a few samples of reference letters as a guide for those who may wonder how to formulate them.

COMMUNITY LITERACY JOURNAL 6.2 (Spring 2012) - 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: "Intellectualizing Adult Basic Literacy Education: A Case Study" by Kelly S. Bradbury - "Rhetorical Recipes: Women's Literacies In and Out of the Kitchen" by Jamie White-Farnham - "New Literacy Practices of a Kiregi Mother from a(n) (Im)migrant South Korean Family in Canada" by Ji Eun Kim and Ryan Deschambault - "Real-World Literacy Activity in Pre-school" by Jim Anderson, Victoria Purcell-Gates, Kimberly Lenters, and Marianne McTavish - "Koladeras, Literacy Educators of the Cape Verdean Diaspora: A Cape Verdean African Centered Call and Response Methodology" by Jessica Barros - "Re-considering the Range of Reciprocity in Community-Based Research and Service Learning: You Don't Have to be an Activist to Give Back" by Dirk Remley - BOOK AND NEW MEDIA REVIEWS: From the Review Desk by Jennifer deWinter - "Keywords: Prison" by Laura Rogers - "Rhetorics for Community Action: Public Writing and Writing Publics" reviewed by Christina M. LaVecchia - "Living Room: Teaching Public Writing in a Privatized World" reviewed by Diana Edison - "Buying into English: Language and Investment in the New Capitalist World" reviewed by Jerry Lee.

You may take for granted that you can read these words. But many people cannot, and that's what this book is about. Tens of millions of Americans today lack the skills to complete a job application, read a recipe, find their way on a street map, calculate a restaurant bill or follow a favorite passage of scripture. Throughout history, people have shared personal experiences through stories. This is a book of 30 such stories from the front lines of the literacy movement in Alabama. In their own words, these people recount in very personal terms their motivations and dreams along the spectrum of learning and teaching. All profits from the sale of this book are donated to the Literacy Council of West Alabama and the Literacy Council in Birmingham.

2012 Reprint of 1960 Edition. Exact facsimile of the original edition, not reproduced with Optical Recognition Software. Frank Charles Laubach was an Evangelical Christian missionary and mystic known as "The Apostle to the Illiterates." In 1935, while working at a remote location in the Philippines, he developed the "Each One Teach One" literacy program. It has been used to teach about 60 million people to read in their own language.] He was deeply concerned about poverty, injustice and illiteracy, and considered them barriers to peace in the world. In 1955, he founded Laubach Literacy, which helped introduce about 150,000 Americans to reading each year and had grown to embrace 34 developing countries. An estimated 2.7 million people worldwide were learning to read through Laubach-affiliated programs. In 2002, this group merged with Literacy Volunteers of America, Inc. to form ProLiteracy Worldwide.

This book collects the research on literacy, information regarding the importance of reading to children, sources of funding, and places to find information about literacy programs in the 50 states-all in a single volume. Family literacy programs can be remarkably effective in helping families who struggle in various areas of literacy or supporting their children's academic needs.Crash Course in Family Literacy Programs provides an introduction and an overview of this critical subject, defining what literacy, family literacy, and family literacy events are, and covering critical topics such as sources of funding, conclusions of recent research, and bilingual family literacy. The first half of the book is focused on laying out background information about family literacy, while the remainder provides practical how-to information for public and school libraries to develop their own family literacy programming. The book shows perspectives of public librarians, school principals, children's book store owners, and school personnel who have successfully implemented a family literacy program. Planning sheets and lesson templates are included, making it easy to develop a family literacy program.

This study introduces an attempt to scrutinize the interrelationship between language and thought; in particular, how language can shape, influence and direct thought, and how thought can be represented in language. Such a thorny task is achieved by approaching the 2004 U.S.A presidential debates, held between Bush and Kerry, in virtue of Grice's Cooperative Principle and maxims. The Gricean pragmatics is evidently enriching when tackling a corpus of a political nature; i.e political language is demarcated by inherent manipulation since it is originally used to affect people's minds to think in a certain way as a means of helping a politician to achieve his ultimate aim-usually gaining power and authority. Harmoniously, pragmatics in general, and the Gricean pragmatics in particular, are the most manipulative areas in the field of linguistics since they are primarily concerned with how people manage to say one thing and convey another which may be different or even contradictory. Hence, this research dwells upon the political maneuvering practiced by both candidates in order to prove that linguistics can virtually provide an efficient tool for decoding a political phenomenon.

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.

A lack of "well-made" plot, fragmented characters, non-naturalistic settings, the central importance of physical action, communication on the point of breakdown - these dramatic qualities feature prominently both in the Theatre of the Absurd and English In-Yer-Face plays written in the 1990s by young authors like Sarah Kane or Jez Butterworth. How can we account for such widely distributed similarities? Focussing on the basic dramatic categories of structure, character conception, setting, the body on the stage and language/dialogue, the author isolates, from a 21st century perspective, central characteristics and stylistic devices of absurdist theatre. Providing detailed analyses featuring numerous examples, she traces the advancement and ongoing use of these devices in In-Yer-Face plays, ultimately suggesting an alternative to the problematic concept of an influence by relating both kinds of drama to the idea of an experiental theatre as outlined by Antonin Artaud. In its attempt to locate recent English plays within the context of one of the 20th century's most prominent dramatic styles, this book is of interest to anyone studying English drama from the 1950s onwards.

Understanding Language Choices is an introductory textbook for anyone studying the motivations behind language use choices. It provides an introduction into the numerous factors, both internal and external, influencing such choices in a speech community: language attitudes, language learning, identity, the mobility of the community, and much more. The book also provides a foundation for the study of linguistic variation within a speech community, as well as an introduction to methods of data collection when studying the outcomes of language use choices. An important aspect of this book is its emphasis on a participatory approach to language choice research that empowers the speech community. The final chapter discusses lifestyle concerns that researchers may encounter when conducting field studies in developing nations. Written with the beginner in mind, this textbook includes numerous examples and case studies from around the world to illustrate the realities of sociolinguistic field research. A companion website keeps users of the book up to date with descriptions of the most current research methodologies. Ken Decker received his M.A. in Linguistics from the University of Texas at Arlington in 1992. He brings to this book over 25 years' experience in field research in the sociology of language and language development. He has conducted sociolinguistic surveys in more than 35 languages in Asia and the Americas and served as consultant on surveys in Africa, Australia, Europe, and the Pacific. Ken is particularly interested in the role of language research in strategic language development. John Grummitt received his M.A. in Applied Linguistics from the University of Leicester in 2002, drawing on his decade's experience as an academic writing tutor and trainer of teachers in ESL programs in Japan and South Korea. His more recent survey work in Papua New Guinea has given him a perspective supplementary to Decker's on sociolinguistic fieldwork and language development.

Every day, classroom teachers struggle with numerous issues involving literacy and literacy instruction. Many call on professors and instructors for advice and support. "Critical Issues in Literacy Pedagogy: Notes from the Trenches," is a response to that call. This anthology presents current, relevant information on literacy issues that are related to comprehension, assessment, best practice approaches, technology, and bi-literacy. It also addresses the theoretical and political contexts that inform them.
This is a book for teachers, by teachers. The information and ideas in "Critical Issues in Literacy Pedagogy" are presented from the perspective of those who are directly involved in the teaching and learning environment, where they grapple with the issues and difficulties involved in teaching reading. The selections represent a collective wealth of experience and knowledge in reading and literacy. The contributors are researchers, writers, and scholars who are fully engaged in the dynamics of literacy instruction. Their voices rise from the trenches as they bring their own research and personal expertise to bear on the critical issues that teachers deal with in the current literacy classroom. "Critical Issues in Literacy Pedagogy" allows for informed and frank discussions of literacy learning.
This text can be used by schools of education and departments of literacy in classes including literacy assessment, language and literacy in elementary schools, middle school and adolescent literacy courses.
Eurvine J. Williams, Ph.D. is an assistant professor in literacy at Illinois State University. Dr. Williams is a Certified INTEL (Teach to the Future) Instructor and has comprehensive experience in Technology Mediated Pedagogy for K-Higher education. He has collaborated in the development of NASA Earth Science Technology Curriculum and has amassed a wealth of technology knowledge and experience as a technology coordinator for a number of research grants and projects. Dr. Williams is well versed in Web 2.0 and 3.0 Technologies and Client-Server Architecture for eLearning. He specializes in Language Literacy and Culture and Technology Mediated Pedagogy. His research interest areas include: Technology Use and Practice in Literacy Instruction; Socio-radical and Critical Constructivist theory and practice and Socio-psycholinguistics.