While much has been written on illicit drug use, policy, and drugs' relationship to crime, this study examines the drug war as most Americans have experienced it--through mass-mediated rhetoric: presidential drug war declarations, news stories and hype, public service announcements, and the like. Such rhetoric influences public opinion about illegal drugs, drug users, presidents, and the drug war itself. And according to this author, such rhetoric is also used as a public relations campaign designed to increase the popularity of government officials and to assure quiescence regarding particular policy programs. This study demonstrates the underestimated influence of rhetoric, political uses of public relations and the powerful influence they have on public opinion and the policy process.

The Bible is one of the books that has aroused the most interest throughout history to the present day. However, there is one topic that has mostly been neglected and which today constitutes one of the most emblematic elements of the visual culture in which we live immersed: the language of colour. Colour is present in the biblical text from its beginning to its end, but it has hardly been studied, and we appear to have forgotten that the detailed study of the colour terms in the Bible is essential to understanding the use and symbolism that the language of colour has acquired in the literature that has forged European culture and art. The objective of the present study is to provide the modern reader with the meaning of colour terms of the lexical families related to the green tonality in order to determine whether they denote only color and, if so, what is the coloration expressed, or whether, together with the chromatic denotation, another reality inseparable from colour underlies/along with the chromatic denotation, there is another underlying reality that is inseparable from colour. We will study the symbolism that/which underpins some of these colour terms, and which European culture has inherited. This lexicographical study requires a methodology that allows us to approach colour not in accordance with our modern and abstract concept of colour, but with the concept of the ancient civilations. This is why the concept of colour that emerges from each of the versions of the Bible is studied and compared with that found in theoretical reflection in both Greek and Latin. Colour thus emerges as a concrete reality, visible on the surface of objects, reflecting in many cases, not an intrinsic quality, but their state. This concept has a reflection in the biblical languages, since the terms of colour always describe an entity (in this sense one can say that they are embodied) and include within them a wide chromatic spectrum, that is, they are mostly polysemic. Structuralism through the componential analysis, although providing interesting contributions, had at the same time serious shortcomings when it came to the study of colour. These were addressed through the theoretical framework provided by cognitive linguistics and some of its tools such as: cognitive domains, metonymy and metaphor. Our study, then, is one of the first to apply some of the contributions of cognitive linguistics to lexicography in general, and particularly with reference to the Hebrew, Greek and Latin versions of the Bible. A further novel contribution of this research is that the meaning is expressed through a definition and not through a list of possible colour terms as happens in dictionaries or in studies referring to colour in antiquity. The definition allows us to delve deeper and discover new nuances that enrich the understanding of colour in the three great civilizations involved in our study: Israel, Greece and Rome.

Computational semantics is concerned with computing the meanings of linguistic objects such as sentences, text fragments, and dialogue contributions. As such it is the interdisciplinary child of semantics, the study of meaning and its linguistic encoding, and computational linguistics, the discipline that is concerned with computations on linguistic objects.
From one parent computational semantics inherits concepts and techniques that have been developed under the banner of formal (or model-theoretic) semantics. This blend of logic and linguistics applies the methods of logic to the description of meaning. From the other parent the young discipline inherits methods and techniques for parsing sentences, for effective and efficient representation of syntactic structure and logical form, and for reasoning with semantic information. Computational semantics integrates and further develops these methods, concepts and techniques.
This book is a collection of papers written by outstanding researchers in the newly emerging field of computational semantics. It is aimed at those linguists, computer scientists, and logicians who want to know more about the algorithmic realisation of meaning in natural language and about what is happening in this field of research. There is a general introduction by the editors.

This book provides a comprehensive overview of fluency as a construct and its assessment in the context of curriculum-based measurement (CBM). Comparing perspectives from language acquisition, reading, and mathematics, the book parses the vagueness and complexities surrounding fluency concepts and their resulting impact on testing, intervention, and students' educational development. Applications of this knowledge in screening and testing, ideas for creating more targeted measures, and advanced methods for studying fluency data demonstrate the overall salience of fluency within CBM. Throughout, contributors argue for greater specificity and nuance in isolating skills to be measured and improved, and for terminology that reflects those educational benchmarks. Included in the coverage: Indicators of fluent writing in beginning writers. Fluency in language acquisition, reading, and mathematics. Foundations of fluency-based assessments in behavioral and psychometric paradigms. Using response time and accuracy data to inform the measurement of fluency. Using individual growth curves to model reading fluency. Latent class analysis for reading fluency research. The Fluency Construct: Curriculum-Based Measurement Concepts and Applications is an essential resource for researchers, graduate students, and professionals in clinical child and school psychology, language and literature, applied linguistics, special education, neuropsychology, and social work.

Language and silence have usually been understood as opposites and assigned different values, but which one is positive and which negative? When people equate silence with suppression or repression, they argue that it is through language that we discover meaning. Yet people who perceive deep wisdom in silence believe that words falsify experience. Ranging widely across time and languages, Andrew Vogel Ettin explores the ways in which various biblical and traditional works as well as modern and contemporary texts - Jewish and non-Jewish, religious and literary - treat the nature of silence and speech and the tension between them. He situates this tension at the heart of the creative process and argues that language and silence need each other and contribute to the power and meaning of one another. Critically examining the idea of a "Judeo-Christian" culture, Ettin shows how silence is imposed by a dominant culture on another culture and how the dominated culture - in this case Judaism - becomes excluded from the historical conversation about values and ideas. He also demonstrates the broader uses of both speech and silence as cultural weapons by the vulnerable or oppressed, who have no other means of defense or witness. We generally interpret silence as a void, but Ettin shows it to be a mode of communication that carries the potential for intense variety. The loss of a public voice has implications for both the dominant and the dominated culture. The author examines these implications in the following contexts: contemporary feminist attempts, especially within Judaism, to rectify the masculine language of worship and Godhead in order to end language-generated alienation; the situationof the Yiddish writer as exemplary of a writer in exile or a language that is marginalized; the Jewish impulse toward universalism, with its corresponding danger of loss of voice; and the values of silence and speech arising from the experiences of the Holocaust. In the process, he considers the implications for multicultural societies. Speaking Silences is a broadly interdisciplinary work that will appeal to scholars and readers interested in modern and contemporary literature, Jewish studies, religion and literature, and aesthetics.

This open access book examines the complex relationship between education, media and power. Exploring the entanglement of education media and power structures, the contributions use various examples and case studies to demonstrate how subjectivation processes and digital structures interact with one another. The book asks which modes of subjectivation can be identified with current media cultures, how subjects deal with the challenges and potential of digitality, and how coping and empowerment strategies are developed. By addressing theoretical as well as empirical evidence, the chapters illuminate these connections and the subsequent significance for media education more widely.

This collection showcases cutting-edge developments in co-construction in discourse. Drawing on the pioneering work of Dale A. Koike, the volume contributes new understandings of how speakers jointly negotiate meanings, contexts, identities, and social positions in interaction. The volume is organized around three key themes in co-construction-co-constructed discourse, pragmatics in discourse, and teaching and assessment of discourse-and builds on the introductory chapter that situates the discussion on context and co-construction as fundamental to understanding meaning-making in interaction. Drawing on interdisciplinary perspectives across strands of linguistics and education, chapters explore both the contextual elements that frame co-construction processes and the distinct dynamics between action and language use across a wide range of interactional contexts, including sports commentary, interviews, everyday conversation, classroom discourse, and digitally mediated settings. Taken together, the book highlights the impact of Koike's contributions on existing research in pragmatics and discourse and exhibits the potential for her work to frame scholarship on emerging interactional contexts. This volume will be of particular interest to students and researchers in discourse studies, pragmatics, applied linguistics, second language studies, and language education, as well as those interested in interaction across diverse contexts.

In recent years the idea that an adequate semantics of ordinary language calls for some theory of events has sparked considerable debate among linguists and philosophers. Speaking of Events offers a vivid and up-to-date indication of this debate, with emphasis precisely on the interplay between linguistic applications and philosophical implications. Each chapter has been written expressly for this volume by leading authors in the field, including Nicholas Asher, Pier Marco Bertinetto, Johannes Brandl, Denis Delfitto, Regine Eckardt, James Higginbotham, Alessandro Lenci, Terence Parsons, Alice ter Meulen, and Henk Verkuyl.

In Context and Content Robert Stalnaker develops a philosophical picture of the nature of speech and thought and the relations between them. Two themes in particular run through these collected essays: the role that the context in which speech takes place plays in accounting for the way language is used to express thought, and the role of the external environment in determining the contents of our thoughts. Stalnaker argues against the widespread assumption of the priority of linguistic over mental representation, which he suggests has had a distorting influence on our understanding. The first part of the book develops a framework for representing contexts and the way they interact with the interpretation of what is said in them. This framework is used to help to explain a range of linguistic phenomena concerning presupposition and assertion, conditional statements, the attribution of beliefs, and the use of names, descriptions, and pronouns to refer. Stalnaker then draws out the conception of thought and its content that is implicit in this framework. He defends externalism about thought-the assumption that our thoughts have the contents they have in virtue of the way we are situated in the world-and explores the role of linguistic action and linguistic structure in determining the contents of our thoughts. Context and Content offers philosophers and cognitive scientists a summation of Stalnaker's important and influential work in this area. His new introduction to the volume gives an overview of this work and offers a convenient way in for those who are new to it. The Oxford Cognitive Science series is a new forum for the best contemporary work in this flourishing field, where various disciplines-cognitive psychology, philosophy, linguistics, cognitive neuroscience, and computational theory-join forces in the investigation of thought, awareness, understanding, and associated workings of the mind. Each book constitutes an original contribution to its subject, but will be accessible beyond the ranks of specialists, so as to reach a broad interdisciplinary readership. The series will be carefully shaped and steered with the aim of representing the most important developments in the field and bringing together its constituent disciplines.

This open access book addresses three themes which have been central to Leydesdorff's research: (1) the dynamics of science, technology, and innovation; (2) the scientometric operationalization of these concept; and (3) the elaboration in terms of a Triple Helix of university-industry-government relations. In this study, I discuss the relations among these themes. Using Luhmann's social-systems theory for modelling meaning processing and Shannon's theory for information processing, I show that synergy can add new options to an innovation system as redundancy. The capacity to develop new options is more important for innovation than past performance. Entertaining a model of possible future states makes a knowledge-based system increasingly anticipatory. The trade-off between the incursion of future states on the historical developments can be measured using the Triple-Helix synergy indicator. This is shown, for example, for the Italian national and regional systems of innovation.

This volume focuses on work that has its origin and motivation in formal linguistics and theory-driven research on the acquisition of grammar, and on this basis tries to establish links to language pedagogy, including students' and teachers' beliefs about what 'grammar' actually is. The contributions to this volume cover a wide range of empirical linguistic domains and concern aspects of morphosyntax, including word order, inflectional morphology, article systems, pronouns, compounding patterns, as well as orthography and students' general beliefs about grammar. "There are very few volumes which include work for language education by researchers in formal linguistics. This volume does just that, looking at grammar both in terms of the teaching of grammar in general, and with treatment of specific areas of grammar. As such it is a welcome contribution to our understanding of language education, and the role of grammar in language teaching." (Melinda Whong, The Hong Kong University of Science and Technology, Hong Kong)

Contact Linguistics is a critical investigation of what happens to the grammars of languages when bilingual speakers use both their languages in the same clause. It consolidates earlier insights and presents the new theoretical and empirical work of a scholar whose ideas have had a fundamental impact on the field. It also shows that bilingual data offer a revealing window on the structure of the language faculty. Carol Myers-Scotton examines the nature of major contact phenomena, especially lexical borrowing, grammatical convergence, codeswitching, first language attrition, mixed languages, and the development of creoles. She argues forcefully that types of contact phenomena often seen as separate in fact result from the same processes and can be explained by the same principles. Her discussion centers around two new models derived from the Matrix Language Frame model, previously applied only to codeswitching. One model recognizes four types of morphemes based on their different patterns of distribution across contact phenomena; its key hyothesis is that distribution depends on differential access to the morphemes in the production process. The other analyzes three levels of abstract lexical structure whose splitting and recombination across languages in bilingual speech explains many contact outcomes. This is an important volume, of unusual relevance for theories of competence and performance and vital for all those concerned with language contact. Carol Myers-Scotton is a Carolina Distinguished Professor of Linguistics at the University of South Carolina. She is a specialist in language contact phenomena and sociolinguistics and has a special interest in East and Southern African linguistics. In 1993, she published two volumes on codeswitching, Social Motivations for Codeswitching: Evidence from Africa, and Duelling Languages: Grammatical Structure in Codeswitching (both OUP). She has also edited a volume of essays on language and literature (OUP 1998) and published many articles in her areas of interest.

This book explores the use of discourse markers - lexical items where drawing a distinction between propositional and non-propositional, syntactically-semantically integrated and discourse-pragmatic uses is especially relevant. Using a combination of qualitative and quantitative methodologies, descriptive and critical (CDA) perspectives, and manual annotation and automatized analyses, the author argues that Discourse Markers (DMs) cannot be effectively studied in isolation, but must instead be contextualised with reference to other discourse-pragmatic devices and their language and genre backgrounds. This book will be of interest to students and academics working in the fields of DM research and critical discourse studies, and will also appeal to scholars working in areas such as genre studies, second language acquisition (SLA), literary analysis, contemporary cinematography, Tolkien scholarship, and Bible studies.

The null subject has always been central to linguistic theory, because it tells us a great deal about the underlying structure of language in the human brain, and about the interface between syntax and semantics. Null subjects exist in languages such as Italian, Chinese, Russian and Greek where the subject of a sentence can be tacitly implied, and is understood from the context. In this systematic overview of null subjects, Jose A. Camacho reviews the key notions of null subject analyses over the past thirty years and encompasses the most recent findings and developments. He examines a balance of data on a range of languages with null subjects and also explores how adults and children acquire the properties of null subjects. This book provides an accessible and original account of null subject phenomena, ideal for graduate students and academic researchers interested in syntax, semantics and language typology.

After shaking up writing classrooms at more than 550 colleges, universities, and high schools, Understanding Rhetoric, the comic-style guide to writing, has returned for a third edition! Understanding Rhetoric encourages deep engagement with core concepts of writing and rhetoric. With brand-new coverage of fake news, sourcing the source, podcasting as publishing, and support for common writing assignments, the new edition of the one and only composition comic covers what students need to know--and does so with fun and flair.

This edited book focuses on the role of different types of pedagogical solutions in the acquisition of the Japanese grammatical system by reviewing, assessing and measuring current theory and research. Findings from this research have implications for the way Japanese grammar is learned and taught in a classroom context. The editors and contributors address a number of questions around the role of Japanese grammar learning and teaching such as: what is the role of instruction in Japanese second language acquisition? What are the main findings of empirical research into the acquisition of Japanese grammar? Is any one particular pedagogical intervention or solution to the teaching of Japanese grammar more effective than another? What pedagogical options do we have for the teaching of Japanese grammar? This book offers a unique insight into its practical implications for Japanese language learning and teaching for applied linguists, researchers, language teaching professionals and curriculum developers alike.

Closely examining how the news media reports economic and financial matters, this book equips students with solid methodological skills for reading and interpreting the news alongside a toolkit for best practice as an economic journalist. How to Read Economic News combines theory and practice to explore the discourse surrounding economics in the mass media and how this specialised form of reporting can be improved. Beginning by introducing major concepts such as financialised economic reporting, media amnesia and loss of trust, the book goes on to help students to interpret, understand and analyse existing news discourse and to identify subtle biases in news reports stemming from hegemonic belief systems. The final section puts this analytical knowledge into practice, providing students with methods for the critical production of news and covering such skills as identifying newsworthiness, story sourcing, achieving clarity, and using complex datasets in news stories. This is a key text for students and academics in the fields of financial journalism and critical discourse analysis who wish to approach the subject with a critical eye.

Closely examining how the news media reports economic and financial matters, this book equips students with solid methodological skills for reading and interpreting the news alongside a toolkit for best practice as an economic journalist. How to Read Economic News combines theory and practice to explore the discourse surrounding economics in the mass media and how this specialised form of reporting can be improved. Beginning by introducing major concepts such as financialised economic reporting, media amnesia and loss of trust, the book goes on to help students to interpret, understand and analyse existing news discourse and to identify subtle biases in news reports stemming from hegemonic belief systems. The final section puts this analytical knowledge into practice, providing students with methods for the critical production of news and covering such skills as identifying newsworthiness, story sourcing, achieving clarity, and using complex datasets in news stories. This is a key text for students and academics in the fields of financial journalism and critical discourse analysis who wish to approach the subject with a critical eye.

Intercollegiate forensics is an extracurricular activity venerated in American higher education for producing influential thought leaders, public servants, and highly trained professionals. In spite of its sterling reputation, financial support for and student participation on intercollegiate forensics teams is in an alarming state of decline. The author argues that intercollegiate forensics coaches, in the face of enormous challenges which threaten the continued vitality of competitive speech and debate at institutions across the United States, must chart a strategic pathway forward for current and existing intercollegiate forensics teams. This book advocates for the application of empirically validated leadership frameworks to the nuances of leading speech and debate programs. The author explores the use of innovative pedagogical methods and coaching strategies rooted in modern perspectives of competitive access and inclusion to boost team participation from individuals and groups historically excluded from the activity. Through the recommendations laid out in this book, the author offers a framework for intercollegiate forensics coaches to use in navigating an uncertain future.

Empowering Women: Global Voices of Rhetorical Influence explores the topic of women’s empowerment, offers a theoretical foundation to understand empowerment, and addresses the value of applying a rhetorical analysis to understand women’s rights. In each chapter, Julia A. Spiker explores the rhetoric surrounding women’s empowerment by analyzing elite female political leaders from around the world, with each analysis incorporating a rhetorical empowerment framework to unveil key issues surrounding women’s empowerment. Spiker then links the rhetorical findings from each case to highlight similarities and differences in the challenges to women’s empowerment outlined by world leaders. The conclusion to Empowering Women synthesizes these findings to present an overarching, global picture of women’s empowerment. Scholars of gender studies, women’s studies, communication, rhetoric, international relations, and political science will find this volume especially useful.

This book presents the current state of knowledge in the vibrant and diverse field of vocabulary studies, reporting innovative empirical investigations, summarising the latest research, and showcasing topics for future investigation. The chapters are organised around the key themes of theorising and measuring vocabulary knowledge, formulaic language, and learning and teaching vocabulary. Written by world-leading vocabulary experts from across the globe, the contributions present a variety of research perspectives and methodologies, offering insights from cutting-edge work into vocabulary, its learning and use. The book will be essential reading for postgraduate students and researchers interested in the area of second language acquisition, with a particular focus on vocabulary, as well as to those working in the broader fields of applied linguistics, TESOL and English studies.

This collection showcases the diversity and disciplinary breadth of small stories research, highlighting the growing critical mass of scholarship on small stories and its reach beyond discourse and sociolinguistic perspectives. The volume both takes stock of and seeks to advance the development of small stories research by Alexandra Georgakopoulou and Michael Bamberg, as a counterpoint to conventional models in narrative studies, one which has accounted for "atypical" yet salient activities in everyday life, such as fragmentation and open-endedness, anchoring onto the present, and co-constructive dimensions in stories and identities. With data from different languages and contexts, emphasis is placed on the analytical aspects of the paradigm toward producing models for the analysis of structures, textual and interactional choices, and genres of small stories. Chapters on the role and commodification of small stories in digital environments reflect on the paradigm’s recent extension to the analysis of social media communication. This book will appeal to scholars interested in narrative inquiry and narrative analysis, in such fields as sociolinguistics, literary studies, communication studies, and biographical studies.

Wu’s book provides an innovative perspective on, and recommendations for, the major aspects of second language (L2) teaching from a Hegelian anthro-philosophical perspective. Language is social in nature and is related to the larger social milieu. Hegelian philosophy of language complements existing research and theories on L2 learning by not only equipping them with a systematic framework but also broadening their scope. In Hegelian philosophy, language not only has its individual and interpersonal dimensions but is also related to the community, society, and morality. The Hegelian perspective also suggests a number of functions of L2 which have either been neglected or rejected by L2 researchers. This book highlights these neglected elements such as intersubjectivity, mutual recognition, universalization and objectivization of inner subjectivity of individuals, as well as moral enhancement. These concepts generate insights on the teaching and learning of L2. Wu’s volume also covers how the Hegelian anthro-philosophical perspective can help to re-interpret research results on L2 learner characteristics that are related to L2 learning to date such as L2 identity and autonomy. The book offers an alternative research paradigm, teaching philosophy, pedagogical implications, and suggestions for scholars, practitioners, and students in the professional field of L2 teaching.

Anybody with the chance of teaching English to Indonesian speakers should have experienced difficulties when it comes to non-verbal predicates and the placement of be. This volume looks at this matter from a grammar competition perspective. An experiment conducted in Bandar Lampung with Indonesian learners of English identified specific error patterns. These patterns result from grammar competition between the L1 Indonesian and the L2 English. This work mainly deals with the influence of adverbs such as still or already, and the category of the non-verbal predicate (adjectival, nominal, preposition phrase). Although the main focus of this work is in the field of language acquisition, this volume also provides a detailed contrast between English and Indonesian non-verbal predicates and the contrast of the English copula be and the Indonesian copulas ada and adalah. The lingusitic description is done in a generative DM-based approach. Thus, this volume does not only provide new insights in the field language acquisiton, but also in the generative description of Indonesian in general and non-verbal predicates in particular.

Using rhetorical criticism as a research method, Public Memory, Relational Dialectics, and the TV Series Outlander examines how public memory is created in the first four seasons of the popular television show Outlander. In this book, Valerie Lynn Schrader discusses the connections between documented history and the series, noting where Outlander's depiction of events aligns with documented history and where it does not, as well as how public memory is created through the use of music, language, directorial and performance choices, and mise-en-scene elements like filming location, props, and costumes. Schrader also explores the impact that Outlander has had on Scottish tourism (known as the "Outlander effect") and reflects on whether other filming locations or depicted locations may experience a similar effect as Outlander's settings move from Scotland to other areas of the world. Furthermore, Schrader suggests that the creation of public memory through the television series encourages audiences to learn about history and reflect on current issues that are brought to light through that public memory.