"Susan Crossman has created one of the most comprehensive books on writing ever written. Whether you're writing a business report, an essay or a full-length novel, Crossman offers invaluable advice on making the process move more smoothly and efficiently. She also provides insightful tips on avoiding writer's block. If you want to be a truly effective and successful writer, this is the book you need."
- Michael B. Davie, author "Winning Ways "
Solid, expert advice from a professional writer and author of several critically acclaimed books. From tips on overcoming writer's block and engaging your audience to focusing on specific markets, Susan Crossman, also author of " Shades of Teale " and "Passages to Epiphany," delivers insightful commentary that will help anyone become a more efficient, effective and successful writer. Of tremendous benefit to business writers - and to anyone crafting works of fiction and non-fiction - a must-read
- Manor House Publishing Inc.
Susan Crossman on "The Write Way": "We all recognize that writing is a creative process but we also tend to think of the physical process of writing as a mechanical skill that takes good grammar and a decent vocabulary and somehow blends them all together to create clear communication. That's not a bad start but decades of experience have taught me that writing with impact is much more complex. This book provides tips on: - How to structure your written work - How to write with style and - How to engage an audience - Avoiding and overcoming writer's block - Writing for key markets and marketing your writing in a highly effective manner I hope The Write Way will help you write with more clarity and conviction and I also hope that it will make the task of writing that much more enjoyable."

The interface between syntax and meaning, both semantic and pragmatic, has emerged as perhaps the richest and most fascinating area of current linguistics theory. This study applies some of these ideas to hyperbaton, offering an original new theory with broad applications for our understanding of Greek syntax. Students of epic will find a fresh perspective on orality in Homer while the general classicist will discover a more precise and explicit framework for the analysis of textual meaning in literary research.

The book has no illustrations or index. Purchasers are entitled to a free trial membership in the General Books Club where they can select from more than a million books without charge. Subjects: Authorship; English literature; English language; English philology; Language Arts

The purpose of this cutting-edge collection of essays is threefold: first, it presents the principles of data collection and interpretation or the methodological distinctions of a particular method appropriate to technical communication research. Second, it discusses the foundational principles of the methodologies given the primary discipline in which they were created and applied. Finally, it reflects upon the process of importing and employing these methodologies into the research field of technical communication, and on how technical communication research has contributed to the development and application of these methodologies.

Written by many noted scholars in the field and presenting a wide range of research methods, "Research in Technical Communication" combines theory and practice. Both technical communicators and industry researchers who want to learn more about workplace research and methodologies will find it invaluable, as will beginning and advanced scholars, who will find much that is useful in its variety of subjects.

Online Teaching and Learning shows how learning through the internet depends on complex human interactions for success. The text uses sociocultural theory as its foundational stance to empirically examine the dynamics of these interactions. It seeks to understand meaning making in all of its social, linguistic and cultural complexity. Each chapter examines how it is that culturally and historically situated meanings get negotiated through social mediation in online instructional venues. It extends the ways we think and talk about online teaching and learning.

This book presents mixed-methods research into Chinese students' willingness to communicate (WTC) in an EFL classroom context. The interrelationships between WTC and motivation, communication confidence, learner beliefs and classroom environment are examined using structural equation modelling on data collected in a large-scale survey. These results are then complemented and expanded upon in a follow-up multiple case-study that identifies six themes which account for fluctuations of WTC over time and across situations. The qualitative and quantitative data provide the grounds for the proposition of an ecological model of WTC in the Chinese EFL university classroom, which reveals that WTC is socioculturally constructed as a function of the interaction of individual and environmental factors inside and beyond the classroom walls.

In this book, Miriam Urgelles-Col examines the syntax and semantics of discourse markers. A discourse marker can loosely be defined as an item such as well or now, coming at the beginning of an utterance and marking a boundary between one part of spoken discourse and the next, signalling the start of a new section of the discourse. They perform important functions in conversation --but defining discourse markers is problematic in itself. The syntactic approach employed in this book to describe discourse markers is Head-Driven Phrase Structure Grammar (HPSG) which is relevant in a theory of discourse because it provides a framework in which all levels of grammar can be integrated. Since discourse markers operate at discourse level, a well developed discourse theory is required - in this case, Segmented Discourse Representation Theory (SDRT) is employed. During the course of the book, Minimal Recourse Semantics is explained as it provides an integration of HPSG and SDRT. The approach described is exemplified with an analysis of 'anyway'. This book offers a detailed overview of research on discourse markers covering different areas of linguistics: from a discourse analysis point of view, to a Relevance Theory perspective going through a computational linguistics approach. Moreover, the book contains a precise summary of HPSG and the recently developed SDRT. It will be of great interest to researchers in semantics, pragmatics, grammar and discourse analysis.

This special issue of Symbolism: An International Annual of Critical Aesthetics explores the various functions of metaphor in life writing. Looking at a range of autobiographical subgenres (pathography, disability narratives, memoirs of migration, autofiction) and different kinds of metaphors, the contributions seek to 'map' the possibilities of metaphor for narratively framing an individual life and for constructing notions of selfhood.

Based on approaches from discourse analysis and sociolinguistics, this study proposes an analytical model focusing on the linguistic and discursive means narrators use to construct a variety of identities in everyday stories. This model is further exploited in language teaching to cultivate students' cultural sensitivity and critical literacy.

This book provides a basic approach to the linguistic analysis of conversation, building toward a theory of the aesthetics of conversation by analyzing spontaneous talk among friends. It sheds light on such issues as pacing, turn-taking, storytelling, and humor, showing the effects on interaction when participants' conversational styles differ. Its readability makes it suitable for use as a text in discourse analysis at all levels.

New speakers are an increasingly important aspect of the revitalization of minority languages since, in some cases, they can make up the majority of the language community in question. This volume examines this phenomenon from the viewpoint of three minority languages: Breton, Yiddish and Lemko.

This is the third in a series of conference papers on rhetorical criticism. Held in July 1995 in London, the conference included participants from the United Kingdom, the United States, Canada, Germany, Italy, Switzerland and the Republic of South Africa. Part I is concerned with the past, present and future of rhetorical analysis; Parts II, III and IV are concerned with rhetorical analysis of scriptural texts; and Part V provides a conclusion reflecting on a number of questions raised in Part I. Most of the participants would characterize themselves as advocates of rhetorical criticism; but there were others less convinced that rhetorical criticism is developing as it ought.>

In a series of cross-cultural investigations of word meaning, Cliff Goddard and Anna Wierzbicka examine key expressions from different domains of the lexicon - concrete, abstract, physical, sensory, emotional, and social. They focus on complex and culturally important words in a range of languages that includes English, Russian, Polish, French, Warlpiri and Malay. Some are basic like men, women, and children or abstract nouns like trauma and violence; others describe qualities such as hot, hard, and rough, emotions like happiness and sadness, or feelings like pain. This fascinating book is for everyone interested in the relations between meaning, culture, ideas, and words. They ground their discussions in real examples from different cultures and draw on work ranging from Leibniz, Locke, and Bentham, to popular works such as autobiographies and memoirs, and the Dalai Lama on happiness. The book opens with a review of the neglected status of lexical semantics in linguistics. The authors consider a range of analytical issues including lexical polysemy, semantic change, the relationship between lexical and grammatical semantics, and the concepts of semantic molecules and templates. Their fascinating book is for everyone interested in the relations between meaning, culture, ideas, and words.

This book presents overwhelming evidence of the positive impact of language training and filial language learning. By surveying and condensing the rich empirical findings that have been established over the last 35 years, Moerk specifies how relatively straightforward the training and learning interactions are. By surveying also the known relationship between less than optimal language training and delayed acquisition of even deficient end-products, the professional, whether in a clinical or educational setting, can also infer what interactional flaws to avoid. An extensive list of references provides detailed support for the arguments presented; support that shows that many of the fashionable denials of "the teachability" or "the learnability" of language have been disproved empirically. Lastly, the tens of thousands of children with language delay or deficiency are, though not a direct audience of the book, intended as the main beneficiaries. As professionals focusing on remedies are lead back from airy speculations of innate knowledge--and therefore pessimistic inferences is this knowledge if not shown in behavior--and are shown how language skills can be transmitted. Their clients can gain not only language skills, but could reap educational and professional success.

This new interpretation of the early history of Chinese argues that Old Chinese was typologically a 'mixed' language. It shows that, though its dominant word order was subject-verb-object, this coexisted with subject-object-verb. Professor Xu demonstrates that Old Chinese was not the analytic language it has usually been assumed to be, and that it employed morphological and lexical devices as well as syntactic means. She describes the typological changes that have taken place since the Han period and shows how Chinese evolved into a more analytic language, supporting her exposition with abundant examples. She draws where possible on archaeological findings in order to distinguish between versions of texts transmitted and sometimes modified through the hands of generations of copyists. The author focusses on syntactic issues, including word order, verbs, causative structures, resultative compounds, and negation, but also pays close attention to what she demonstrates are closely related changes in phonology and the writing system. The book will interest scholars and graduate students of Chinese linguistics, philology, classical literature as well as general linguists interested in word-order typology and language universals. It may be also be used as a text for advanced courses in Classical Chinese and Chinese diachronic syntax.

This book is about the representations - both visual and linguistic - which people give of their own places of origin. It examines the drawings of interviewees who were asked to draw their own place of origin on a white A3 sheet, using pencil or colour, according to their choice. If they were born in a place they did not remember because they moved in when they were very small, they could draw the place they did remember as the scenario of their early childhood. The drawings are examined from three different perspectives: semiotics, cognitive psychology and geography. The semiotic instruments are used to describe how each person reconstructs a complex image of his/her childhood place, and how they translate their own memories from one language to another, e.g. from drawing to verbal story, trying to approach what they want to express in the best possible way. The cognitive-psychological point of view helps clarify the emotional world of the interviewees and their motivations during the process of reconstruction and expression of their childhood experiences. The geographical conceptualizations concern a cultural level and provide insight into the cartographic models that inspire the maps people drew. One of the main findings was the influence from cultural codes as demonstrated in the fact that most of the US students interviewed drew their maps showing considerable cartographic expertise in comparison to their European counterparts.

Culture and Technology in the New Europe presents the insights of an international group of academic researchers and media practitioners who examine the impact of technology on East Central Europe, South-Eastern Europe, the Newly Independent States and the Russian Federation. Drawing from the expertise of authors from and working in the region, the book addresses concerns that the New Europe faces at the eve of the Third Millennium and a decade after the fall of communist rule. Such concerns include access to information and communication technology and the culturally-specific discourses articulated through media and technology. While the book focuses on information and communication reforms, and the development of a participatory democracy are examined. The book is distinguished by diverse studies ranging from the problems of Cyber Hate from and about the New Europe, to online activism in war-torn Kosovo, Bosnia, Croatia and Yugoslavia, to how digital media art articulates new cultural and creative freedoms once silenced by the Soviet regime. Finally, the book looks to the future of media, technology and communication in the New Europe, particularly the gaps between post-socialist nations and those more technologically advantaged, and how these gaps can be narrowed or eradicated in the Third Millennium.

This book brings together the perspectives of eminent and emerging scholars on contemporary issues relevant to the practice, pedagogy and institutionalization of the humanities in the three Chinese contexts of Hong Kong, Taiwan, and mainland China. It addresses the need to investigate how humanities discussions, often exclusively drawn from, and grounded in, western contexts, are today being played out in these three places. The humanities in contemporary Chinese contexts may have different social and pedagogical roles, and a consideration of them will enable people to moderate, and perhaps even refute, claims made in the recent (re)readings of the humanities. As Asian universities rise in the global rankings and as east-west university collaborations and partnerships become more common, it is important that the nature, practice and institutionalization of the humanities in Hong Kong, Taiwan, and mainland China are explored and described for English readers. Exploring new perspectives arising from an examination of the humanities in these places, this volume aims neither to establish a position of polarity, which would pit western sites against Chinese ones, nor to argue for universal sameness. Rather, the goal is to find nuanced correspondences and differences between these various backgrounds, so that there is a greater understanding of the specificities of Chinese contexts. This will help shed light not only on the contexts in question, but also potentially on how to rearticulate the importance of the humanities in general, creating an intercultural dialogue focused on the humanities. As the global university strives to move the different traditions of learning closer together through international rankings, rubrics, and shared research agendas, it is important that we explore these locations of potential cultural exchange.

In this book, Surma develops a critical cosmopolitan orientation to public and professional writing. Combining threads from ethical, political, communication, sociological, feminist, rhetorical and discourse theories, she examines the influences and impacts of writing in a range of contexts - government, corporate, organizational and community. Case-study examples illustrate the ways in which writing may be mobilized to strengthen our connections with others, and to reflect on how writing practices might entrench or transform our positions as both citizens of the world and members of situated communities.

H.G. Liddell and R. Scott's Greek-English Lexicon (revised and augmented by H.S. Jones in 1940) has been the essential tool of advanced Greek scholars for 150 years; in order to update it a new Supplement has been published (OUP 1996) replacing that of 1968. In this provocative reconsideration both of its lexicographical principles and of individual articles, John Chadwick examines the need for further revision and expansion of the volume through a re-examination of the classical Greek vocabulary. A series of notes are presented, making important and stimulating contributions to the study of classical Greek lexicography, and offering many new interpretations of passages from familiar authors based upon a lexicographical approach. Essential reading for all scholars of classical Greek.

Is it the greatest fear of all? Numerous surveys attest to the now well-known fact--the vast majority of people are more afraid of public speaking than any other experience, even death. With its unique approach, Scared Speechless turns your fear around by providing a step-by-step guide to successful speech making. To help prepare you for your next speech, some of the topics Rebecca McDaniel explores are nervousness and fears; persuasive, informative, impromptu, and extemporaneous speaking; topic choice; and learning the library. She also covers speech preparation; supporting your thesis; introductions and conclusions; delivery techniques; visual aids; choosing a topic; and organizing, supporting, and delivering your speech. Each chapter explains the process, illustrates with examples, and provides exercises to try out your new-found skills. Whether you are a student or a professional, the logical chapter sequence and the clear guidelines provided will ease you through the process. Scared Speechless is the perfect text for beginning speech classes and the essential guide for any professional who needs to improve his or her public speaking skills. With her extensive experience as a teacher of public speaking, McDaniel leaves no area uncovered and helps you go far beyond your fear of public speaking to become an accomplished presenter.

Tense and aspect are means by which language refers to time-how an event takes place in the past, present, or future. They play a key role in understanding the grammar and structure of all languages, and interest in them reaches across linguistics. The Oxford Handbook of Tense and Aspect is a comprehensive, authoritative, and accessible guide to the topics and theories that currently form the front line of research into tense, aspect, and related areas. The volume contains 36 chapters, divided into 6 sections, written by internationally known experts in theoretical linguistics.

This book examines mathematical discourse from the perspective of Michael Halliday's social semiotic theory. In this approach, mathematics is conceptualized as a multisemiotic discourse involving language, visual images and symbolism. The book discusses the evolution of the semiotics of mathematical discourse, and then, proceeds to examine the grammar of mathematical symbolism, the grammar of mathematical visual images, intersemiosis between language, visual images and symbolism and the subsequent ways in which mathematics orders reality. The focus of this investigation is written mathematical texts. The aims of the book are to understand the semantic realm of mathematics and to appreciate the metaphorical expansions and simultaneous limitations of meaning in mathematical discourse. The book is intended for linguists, semioticians, social scientists and those interested in mathematics and science education. In addition, the close study of the multisemiotic mature of mathematics has implications for other studies adopting a social semiotic approach to multimodality.